comparative study of anxiety, aggression and emotional...

COMPARATIVE STUDY OF ANXIETY,

AGGRESSION AND EMOTIONAL

INTELLIGENCE AMONG TEAM AND

INDIVIDUAL SPORTSMEN

A THESIS

SUBMITTED TO THE HIMACHAL PRADESH UNIVERSITY

SHIMLA

FOR THE DEGREE OF

DOCTOR OF PHILOSOPHY

IN

PHYSICAL EDUCATION (2012)

SUPERVISED BY: SUBMITTED BY:

DR.HARI SINGH SUNIL VICTER DEPARTMENT OF

PHYSICAL EDUCATION

DEPARTMENT OF PHYSICAL EDUCATION HIMACHAL PRADESH UNIVERSITY SHIMLA-171005

DEDICATED TO MY GREAT FAMILY

MY FATHER SH. RAMESHWAR SINGH, MY MOTHER

SMT. SUSHEELA CHAUHAN

&

MY DAUGHTER SAYRA (ANNI),

SISTER’S SULAKSHNA, DIKSHA, ARUNA,

&

MY WIFE PROMILA (ANJALI)

SPECIAL THANKS TO MY WIFE PROMILA VICTER (ANJALI)

&

MY DAUGHTER SAYRA (ANNI),

WITHOUT THEIR SUPPORT & ENCOURAGEMENT, THIS RESEARCH

WORK WOULD NOT HAVE COMPLETED.

CERTIFICATE

Certified that the Dissertation entitled, “Comparative Study Of Anxiety,

Aggression And Emotional Intelligence Among Team And Individual

Sportsmen,” submitted by MR. SUNIL VICTER has been carried out under my

supervision and guidance. To the best of my knowledge, this is an original work

undertaken by the candidate and has not been submitted elsewhere in full or

parts for the award of any other degree. The data and references used in the

present study have been duly acknowledged.

I recommended the thesis for evaluation.

Place: Shimla (Dr. Hari Singh)

Dated: 28/04/2012

DEPARTMENT OF PHYSICAL EDUCATION,

HIMACHAL PRADESH UNIVERSITY,

SHIMLA-171005.

Dr. Hari Singh Assistant Professor

ACKNOWLEDGEMENT

The present study has been completed with the active assistance and

guidance, of various individuals. Many teachers, friends, relatives, and professionals

have rendered their invaluable help at various stages. Though it would not be

possible to mention all the names of those, who rendered their valuable and

generous help in their own way, yet it would be being under grateful, if I do not

acknowledge thanks to some of those without assistance of those it would not have

been possible to conduct this study. I owe due apologies to all those, whose

contribution I have not been able to recount. However, I cannot afford not to

mention a few.

I have no words to express my deep sense of gratitude to Dr. Hari singh,

assistant Prof. Department of Physical Education, Himachal Pradesh University,

Shimla, my research supervisor and esteemed teacher for his valuable guidance in

my research work. The research work would not have completed, had it not been for

constant and keen interest and initiative taken by my supervisor. I take this

opportunity to express my indebtedness to him.

I express special thanks to Dr. Surender Kumar Sharma, associate Prof.

Department of Physical Education Himachal Pradesh University Shimla, and

Esteemed teacher for his valuable guidance and support in my research work.

I would like to extend my thanks to Dr. Ramesh K. Chauhan Chairman

Department of Physical Education H.P.U Shimla, Prof. Y.P. Sharma and Dr. Sanjay

Sharma, non teaching staff sr. Assistant Rakesh Sharma and office staff sh. Madan

and Kanti lal jee Department of Physical Education Himachal Pradesh University

Shimla for encouragement and support in every field of the study.

I would like to thank my teacher who is not with us, Prof. Late. Sh. Chaman

Lal Gupta for his Guidance & encouraged me for this Higher Degree.

I express my special appreciation for encouragement, support and eternal

inspiration of my family members. My great father Sh. Rameshwar singh mother

Smt. Susheela Chauhan, my wife Promila (Anjali) little Daughter Sayra (Anni), Sister

Sulakshna Negi and her husband Arvind Negi, Diksha Negi and her husband Karnal

Negi, and Aruna chauhan,my nephew Aura negi. Thanks to my Uncle jee Sh.

Kushal Singh Verma I take this opportunity to express my heart-felt gratitude to

them.

I would like to thank my wife Promila (Anjali) once again my little daughter

Sayra (Aeni) without their moral support and encouragement, this research work

would not have completed.

Thanks to Prof. Balkrishan (Bali) for analysis of data. Department of

Commerce Himachal Pradesh University Shimla and thanks to Prof.Satish Shrama

Department of Physical Education Lovely P. University Jalandhar.

Thanks to my Mama Ji Dy. Director Law S.M. Chauhan, Dept. I & Ph. Shimla

Himachal Pradesh.

I express Very-2 Special Thanks to Prof. Satish Chand Badwal for his

valuable guidance, Interpretation and analysis of data Department of Education

Himachal Pradesh University Shimla. The research work would not have completed,

without his constant keen interest and initiative taken by him and assistant Prof.

Vimal Kishor Krishma B.ed. college Mandi.

My warmest gratitude is due to Uncle Anil Shyam & my friends Pardeep

thakur, Bhart Bhushan Banshtu, Dr. Vikram Singh Banshtu, Vriender Banshtu, Kapil

(K.D), Manu, Amit Negi, Vrender Negi, Anil Chudhary, Anshual Bishambra, Akshay

Chauhan, Rocky, Goldy Sood, Vinod thakur, Kamander singh, Ajay chambyal, Rekha

verma etc. and all physical education lecturers and coaches of related team and

individual events in my research.

Dated: 28-04-2012 Sunil Victer

CONTENTS

CHAPTER TITLE PAGE NO.

CERTIFICATE I

ACKNOWLEDGEMENT ii-iii

CONTENTS iv-viii

LIST OF TABLES ix-xi

FIGURES xii-xiii

CHAPTER TITLE

1 INTRODUCTION 1-62

1.1 Statement of the Problem 52

1.2 Significance of the Study 52-53

1.3 Objectives of the Study 53-55

1.4 Hypothesis 55-56

1.5 Delimitations of the Study 56

1.6 Operational Definitions of Key terms 57

References Used in Chapter one 58-62

2 REVIEW OF LITERATURE 63-109

2.1 Anxiety 63-80

2.2 Aggression 80-92

2.3 Emotional Intelligence 92-108

2.4 Overview 108-109

3 METHODOLOGY AND PROCEDURE 110-122

3.1 Sampling 110

3.2 Data of the team & individual events 111

3.3 Selection of Variables 112

3.4 Tools used 112

3.5 Description of Test, Anxiety 112-113

3.6 Method of scoring 113-114

3.7 Interpretation and classifications of Scores 114

3.8 Description of Test, Aggression 115

3.9 Method of scoring 115-116

3.10 Interpretation and classifications of Scores 116

3.11 Description Test, Emotional Intelligence

Inventory

117

3.12 Factorial approach 117

3.13 Criterion related approach 118

3.14 Method of scoring 119

3.15 Interpretation and classification of scores 120

3.16 Scoring procedure 120-121

3.17 Administration 121

3.18 Tabulation of Data 122

3.19 Statistical technique used 122

4 ANALYSIS AND INTERPRETATION OF DATA 123-175

4.1 Comparison of sportsmen participating in

team and Individual events on different

variables using Frequency distribution

123

4-1.1 Frequency Distribution for the Scores on

Anxiety among Sportsmen Participating in Team

Events

124-126


Anxiety among Sportsmen Participating in

individual Events

127-129


Aggression among Sportsmen Participating in

Team Events

130-132


Aggression among Sportsmen Participating in

individual Events

133-135


Intra personal awareness (own emotions)

among Sportsmen Participating in Team Events

136-138


Intra personal awareness (own emotions)

139-141

among Sportsmen Participating in individual

Events


Inter personal awareness (others emotions)


142-144


Inter personal awareness (others emotions)


Events

145-147


Intra personal management (own emotions)


148-150


Intra personal management (own emotions)


Events

151-153


Inter personal management (others emotions)


154-156


Inter personal management (others emotions)


Events

157-159


Total emotional intelligence among Sportsmen

Participating in Team Events

160-162


Total emotional intelligence among Sportsmen

Participating in individual Events

163-165

4-2 Comparison of Sportsmen Participating in

Individual and Team Events on different

Variables using ‘t’-Test

166

4-2.1 Comparison of Sportsmen Participating in

Team and Individual Events with Respect to

their Mean Scores on the Variables of Anxiety

166-167



their Mean Scores on the Variables of Aggression

167-168



their Mean Scores on the Variables of Intra

personal awareness (own emotions)

168-169



their Mean Scores on the Variables of Inter

personal awareness (others emotions)

169-171



their Mean Scores on the Variables of Intra

personal management (own emotions)

171-172



their Mean Scores on the Variables of Inter

personal management (others emotions)

172-174



their Mean Scores on the Variables of total

emotional intelligence

174-175

5 SUMMARY, CONCLUSION AND

RECOMMENDATIONS

176-201

Summary 176-177

5.1 Statement of the problem 177

5.2 Significance of the study 177-178

5.3 Objectives of the study 178-180

5.4 Hypothesis 180-181

5.5 Delimitations of the study 181

5.6 Operational definition of key terms 182

5.7 Limitation of the study 183

5.8 Sampling 183

5.9 Tools used 183-184

5.10 Analyses and interpretations of the data 184

5.11 Conclusion 184-199

5.12 Educational implications 199-200

5.13 Suggestion for further studies 201

BIBLIOGRAPHY 202-214

APPENDIX A. ANXIETY SCALE

APPENDIX B. AGGRESSION SCALE

APPENDIX C. EMOTIONAL INTELLIGENCE

INVENTORY

APPENDIX D. KEY USED

APPENDIX E. KEY USED

APPENDIX F. KEY USED

APPENDIX G. ROW DATA OF THE TEAM

EVENTS

APPENDIX H. ROW DATA OF THE

INDIVIDUAL EVENTS

LIST OF TABLES

TABLE

NO.

TITLE PAGE

NO.

3.1 Table of the team events 111 3.2 Table of the individual events 111 3.3 Classification and interpretation of scores 114 3.4 Scores and classification 116 3.5 Correlation matrix of the four areas of the inventory 118 3.6 Criterion related Approach 118 3.7 Classification of scores 119 3.8 Classification of emotional intelligence inventory in

terms categories 120

3.9 Classification of emotional intelligence inventory in terms of categories in four area

121

4.1 Frequency distribution for the scores on anxiety among sports men participation in team events

124

4.2 Classification of anxiety scale 125 4.3 Frequency distribution for the scores on anxiety among

sports men participation in individual events 127

4.4 Classification of anxiety scale 128 4.5 Frequency distribution for the scores on aggression

among sports men participation in team events 130

4.6 Classification of aggression scale 131 4.7 Frequency distribution for the scores on aggression

among sports men participation in individual events 133

4.8 Classification of aggression scale 134 4.9 Frequency distribution for the scores on intra-personal

awareness (own emotions) component of emotional intelligence among sportsmen participation in team events

136

4.10 Classification of emotional intelligence in terms of categories

137

4.11 Frequency distribution for the scores on intra-personal awareness (own emotions) component of emotional intelligence among sportsmen participation in individual events

139


140

4.13 Frequency distribution for the scores on inter-personal awareness (others emotions) component of emotional intelligence among sportsmen participation in team events

142

4.14 Classification of emotional intelligence in terms of 143 4.15 Frequency distribution for the scores on inter-personal

awareness (others emotions) component of emotional intelligence among sportsmen participation in individual

145

events 4.16 Classification of emotional intelligence in terms of

Categories 146

4.17 Frequency distribution for the scores on intra-personal management (own emotions) component of emotional intelligence among sportsmen participation in team events

148

4.18 Classification of emotional intelligence in terms of Categories

149

4.19 Frequency distribution for the scores on intra-personal management (own emotions) component of emotional intelligence among sportsmen participation in individual events

151


152

4.21 Frequency distribution for the scores on inter-personal management (others emotions) component of emotional intelligence among sportsmen participation in team events

154


155

4.23 Frequency distribution for the scores on inter-personal management (others emotions) component of emotional intelligence among sportsmen participation in individual events

157


158

4.25 Frequency distribution for the scores on total emotional intelligence among sportsmen participation in team events

160


161

4.27 Frequency distribution for the scores on total emotional intelligence among sportsmen participation in individual events

163


164

4.29 ‘t’ value for the two groups of sportsmen on the variable of anxiety

166

4.30 ‘t’ value for the two groups of sportsmen on the variable of aggression

167

4.31 ‘t’ value for the two groups of sportsmen on “intra personal awareness (own emotions)” component of emotional intelligence

168

4.32 ‘t’ value for the two groups of sportsmen on “inter personal awareness (others emotions)” component of emotional intelligence

170

4.33 ‘t’ value for the two groups of sportsmen on “intra 171

personal management (own emotions)” component of emotional intelligence

4.34 ‘t’ value for the two groups of sportsmen on “inter personal management (others emotions)” component of emotional intelligence

173

4.35 ‘t’ value for the two groups of sportsmen on total emotional intelligence

174

LIST OF FIGURES

FIGURE NO. TITLE PAGE NO.

4.1 Bar Diagram for the scores on anxiety among sportsmen

participating in team events

126

4.2 Frequency polygon for the scores on anxiety among sportsmen


126

4.3 Bar Diagram for the scores on anxiety among sportsmen

participating in individual events

129

4.4 Frequency polygon for the scores on anxiety among sportsmen


129

4.5 Bar Diagram for the scores on aggression among sportsmen


132

4.6 Frequency polygon for the scores on aggression among

sportsmen participating in team events

132

4.7 Bar Diagram for the scores on aggression among sportsmen


135

4.8 Frequency polygon for the scores on aggression among

sportsmen participating in individual events

135

4.9 Bar Diagram for the scores on intra personal awareness (own

emotions) among sportsmen participating in team events

138

4.10 Frequency polygon for the scores on intra personal awareness

(own emotions) among sportsmen participating in team events

138

4.11 Bar Diagram for the scores on intra personal awareness (own

emotions) among sportsmen participating in individual events

141

4.12 Frequency polygon for the scores on intra personal awareness

(own emotions) among sportsmen participating in individual

events

141

4.13 Bar Diagram for the scores on inter personal awareness (others


144

4.14 Frequency polygon for the scores on inter personal awareness

(others emotions) among sportsmen participating in team

events.

144

4.15 Bar Diagram for the scores on inter personal awareness (others


147

4.16 Frequency polygon for the scores on inter personal awareness 147

(others emotions) among sportsmen participating in individual

events.

4.17 Bar Diagram for the scores on intra personal management (own


150

4.18 Frequency polygon for the scores on intra personal management

(own emotions) among sportsmen participating in team events.

150

4.19 Bar Diagram for the scores on intra personal management (own


153

4.20 Frequency polygon for the scores on intra personal management

(own emotions) among sportsmen participating in individual

events.

153

4.21 Bar Diagram for the scores on inter personal management

(others emotions) among sportsmen participating in team

events

156

4.22 Frequency polygon for the scores on inter personal management

(others emotions) among sportsmen participating Team events

156

4.23 Bar Diagram for the scores on inter personal management

(others emotions) among sportsmen participating in individual

events

159

4.24 Frequency polygon for the scores on inter personal management

(others emotions) among sportsmen participating Individual

events

159

4.25 Bar Diagram for the scores on total emotional intelligence

among sportsmen participating in team events

162

4.26 Frequency polygon for the scores on total emotional intelligence

among sportsmen participating Team events

162

4.27 Bar Diagram for the scores on total emotional intelligence

among sportsmen participating in individual events

165

4.28 Frequency polygon for the scores on total emotional intelligence

among sportsmen participating Individual events

165

CHAPTER 1

INTRODUCTION

One of the most important missions of the international society of sports

psychology (ISSP) is to disseminate knowledge to advance the research and

practices with in our domain. Health related exercise has grown tremendously

since its beginnings in the late 19th and early 20th centuries. The formation of

national and international societies of sports psychology (ISSP) in 1965, and

department of sports science and kinesiology in universities around the world

(as well as psychology departments embracing sports psychology as a sub-

discipline), has contributed to this development. More than a decade ago, singer

Murphy, and Tennant (1993) published the first handbook of research in sports

psychology. Due to the rapid increase in the number of sophistication of research

endeavours, a second edition (handbook of research in sports psychology) was

published in 2001. (Singer, Hausenblas & Janelle, 2001) sports psychology are

properly concerned with the mental process, whether they are working in

research or application settings. However the scope of meaning of the phase

“mental process” differs from language to language. Most English speaking

colleagues considers “mental processes” to be synonymous with “psyche” or

psychic” (“psychological” indicates a scientific or disciplinary perspective) where

German speaking colleagues refer to specific cognitive processes (e.g. thinking,

imagination, attention, concentration). Sports psychology and psychology in

general would benefit from determining what forms of mental practice are

appropriate for particular purposes and activities. Specification of how each

model is used would allow even further gain. Appropriate distinctions would

allow guideline to be developed that could benefit research and minimize

inappropriate use in applied settings. (Rushall & Lippmann, 1998, p. 58).as the

field of sports psychology has evolved during the last 30 years to what we know

it to be today, a constant source of controversy has been the efficacy of mental

practice. A professional who considers themselves applied sport psychologists or

applied sports psychology consultants teach their clients a number of skill

interventional that are purported to enhance the mental and emotional aspects

of performance.

ANXIETY

Anxiety is a state of mind in which the individual respond with discomfort

to some event that has occurred or is doing to occur. The person’s worry about

events, their occurrences and consequence, in general are the sources of anxiety.

However, anxiety can be either somatic or cognitive in nature. The symptoms of

somatic anxiety comprise mental worries and fears. In simple words, it is a type

of emotional disturbance. The sports men like other athletes are anxiety prone

while participating in competitive sports. Anxiety is one of the most common

deterrents to good performance. At worst the effect of the anxiety gets the

athlete so tied up in knots that he is frozen in fear. At best anxiety subtly impairs

performance by distracting the attention. The purpose of the study was to

compare the anxiety levels of individual sports and team game.

The 20th century has been called “the age of anxiety”, but concern with

anxiety with anxiety phenomena is as the history of humanity. Anxiety is

currently explanatory concept in most theories of personality and psychological,

and it is also widely regarded as a principal cause of such diverse behaviour as

insomnia, debilitating psychological and psychosomatic symptoms, immoral and

sinful acts, and even instances of creative self-expression.

Athletes can learn to think very clearly about physical activity. Training

sessions need to combine thinking practice to develop the skill of controlling

one’s thought, so that it can be used in a competition. Mental functioning should

be trained to overcome physically stressful conditions. At all time, in practices

and competitions, an athlete should remain mentally calm. The initial stages of

developing this capacity will require concentrated effort, by the athlete (Rushall,

1995).

A great deal of research has been developed to the effects of anxiety on

sports performance. Researcher has found that competitive state anxiety is

higher for amateur athletes in individual sports compared with athletes in team

sports (Simon & Martens, 1977). Anxiety exerts a variety of athletic performance.

These effects vary based on sport, gender and level of experience. In order to

facilitate peak performances by athletes, sport psychologists must consider the

three different facts of anxiety: cognitive anxiety, somatic anxiety and self-

confidence.

Given the researcher that indicates that successful athletes who interpret

their anxiety as being facilitative is characterized by high scores on self-

confidence and low scores on somatic and cognitive anxiety, sport psychology

should work achieving this ideal state among their clients. Let us now turn our

attention to the variety of treatment that is available for the treatment of anxiety

within the athletic context. Stress is a state that results from the demands that

are placed on the individual which require that person to engage in some coping

behaviour (Jones 1990). Arousal can be considered to be a single to the

individual that he or she has entered a stressful state and is characterized by

physiological sigs (Hardy 1996). Anxiety results when the individual doubt his or

her ability to cope with the situation that causes him or her stress. Another

important point that needs to be clarified is the difference between state and

trait anxiety (Spielberger, 1966). While state anxiety can be considered to be

more situational in nature and is often associated with arousal of the autonomic

nervous system, trait anxiety can be thought of as a world view that an individual

uses when coping with situations in his or her environment (Spielberger, 1966).

Trait anxiety influence performance in that individual with high trait anxiety will

attend more to information related to state anxiety (Hardy 1996). Previous

research outside of sport and exercise psychology has indicated that individual

with high trait anxiety who are state anxious attend to threat related

information, while individual with low trait anxiety who are state anxious will

attend away from threat related information (MacLeod, 1990). Within the

context of the sports, those individual who are low trait anxiety and experience

high state anxiety would find it facilitative to a peak performance; but, those

individuals with who are high trait anxious and experience state anxiety will find

it debilitative to athletic performance

Hardy (1996). Anxiety is considered to be a normal relation to stress. It

helps deal with a tense situation in the office, study for an exam keep focused on

an important speech and on ground. In general helps one cope, but when anxiety

becomes an excessive, irrational deal of everyday situations. It has become a

disabling disorder. Anxiety is a psychological state characterised by cognitive,

somatic, emotion and behaviour components. Anxiety can be accompanied by

physical effects. Anxiety does not consist of physical symptoms. Anxiety is

distinguished from fear, are described and the concept of anxiety disorders is

elucidated. Anxiety is a pervasive and significant negative affect that is now

under intense invention it is an intriguing and complex phenomenon that lends

itself of cognitive analyses: Anxiety involve the inter play of vigilance, attention,

perception, reasoning and memory the very meat of cognitive processing.

Anxiety is the tense, under setting anticipation of a threading but vague event, a

feeling of uneasy suspense. It is a negative effect so closely related to fear that in

many circumstances the two terms are used interchangeably like an anxiety; fear

also is a combination of tension and unpleasant anticipation. The present

research examines the level of anxiety among teams and individual events.

The athletes who participate in individual sports also have been found to

experience more anxiety than those who play team sports. Common sense

suggests that being part of time alleviates some of the pressure experienced by

those who compete alone. Finally there is evidence that in team sports, when a

team plays at the venue of the opposition (known as an “away” game) anxiety

level tends to be higher than when playing at home. Again, common sense would

indicate that having greater fan support and more familiarity with the venue

plays a role in anxiety levels during competition.

Anxiety disturbs psycho – physical functioning of the organism in

numerous ways. For instance, anxious individuals are said to have reduced

intentional focus. During heightened activity (anxiety inclusive) attention cannot

remain one – pointed. It manifests benumbing effect on the individual’s

judgment. Anxiety often results in narrowing of the field of attention as relevant

cues are excluded (Kamlesh, 1998).

Hockey has become one of the most popular games in the world and of

the major games it is the only one that has remained entirely amateur, a status

which has been proudly preserved by all those who play or support the games. It

is believed that for hockey Persia (Iran) is the birth place of this beautiful game

originated around two hundred years ago. Today, hockey is essentially a team-

game and has developed into a fast and skilful one (Borrett, 1950).

Anxiety is a widely used concept within the psychological literature yet is

often used uncritically and to reflect diverse meaning. Terms such as fear,

phobia, neurosis and anxiety are often used interchangeably, with definitional

problems further complicated by the overlap in use of the terms anxiety and

stress. Historically, fear and anxiety were differentiated on the basis of presence

or absence of cues, although the terms are frequently equated in the more

recently psychological literature. Anxiety is not only presumed to underlie

‘anxiety disorders’ such as agoraphobia, panic disorder, obsessive – compulsive

disorder and post – traumatic stress disorder.

Anxiety is a personality characteristic of responding to certain situations

with a stress syndrome of responses. Anxiety states are then function of the

situations that evoke them and the individual personality that is prone to stress

(Simpson, 1980).

Anxiety itself needs no description; everyone has personality

experienced this sensation, or to speak more correctly this affective condition, at

some time or other. But in my opinion not enough serious consideration has

been given to the question why nervous persons in particular suffer from anxiety

so much more intensely, and so much more altogether then others. One thing is

certain, that the problem of anxiety is a nodal point, linking up all kinds of most

important questions: a riddle of which the solution must cast a flood of light

upon our whole mental life (Freud, 1969, p. 341)

Science the 1950s, however, as it became clear that the basic learning

theory paradigm could not explain all cases of anxiety reaction, it too has

undergone many revisions. Over the past decade there has been increasing

emphasis upon cognitively based theories. Initially these emphasised the

importance of mental events as intervening variables between an environmental

event and the reactions of the individual to this event. While there is a continuing

debt about mental events can be seen as casual or moderating variables or,

indeed, whether they are merely one component of an anxiety response, much

recent theorising has emphasised the importance of particular patterns of

thinking as casually implicated in the generation of anxiety. In describing and

discussing theoretical contributions to anxiety this historical trend will form the

basis for organising the presentation of material.

Bowlby (1973) considers anxiety as closely allied to fear, as is the case in

the psychoanalytic tradition and most of psychoanalytic tradition and most of

psychiatry, but he does not equate the two concepts. He thinks the two terms

refers to closely related state and share common cases and manifestations.

The profile for the high - anxiety subjects are quite consistent with

predictions on the basis of differential emotions theory. The highest means are

fear, interest, guilt, anger, and shame (shyness). The marked similarities in the

profiles for in the real and imagined anxiety conditions lend support to the

imaging technique in the study of emotions.

The concept of anxiety has occupied an important place in psychological

theory and research since Freud (1959) emphasized its role in neurosis. The

concept has suffered for lack of a clear and widely accepted definition. Most

definitions have tended to treat it as a unitary state (or trait) and failed to

recognize its complexity.

Anxiety is a psychological and physiological state characterized by

somatic, emotional, cognitive, and behavioural components. The root meaning of

word anxiety is ‘to vex or trouble’. In either presence or absence of psychological

stress, anxiety can create feelings of fear, worry, uneasiness, and dread. Anxiety

is considered is to be a normal reaction to a stress or it may help someone to

deal. With a difficult situation by prompting them to cope with it. When anxiety

becomes excessive, it may fall under the classification of an anxiety disorder.

Anxiety is a generalized mood condition that can often occur without an

identifiable triggering stimulus. As such, it is distinguished from fear, which is an

emotional response to a perceived threat. Additionally, fear is related to the

specific behaviours of escape and avoidance, where as anxiety is related to

situations perceived as un controllable of unavoidable.

Korchain (1998) explains that according to Freud “Anxiety (or dread)

itself needs no description; everyone has personally experienced this sensation

or to speak more correctly this affective condition at some time or other.”

According to Freud not enough consideration had been given to the question so

as to why nervous person in particular suffer from anxiety more than other.” He

believed that “the problem of anxiety is a nodal point, linking up all kind of

questions, a riddle of which the solution must cast a flood of light upon our

whole mental life.” Anxiety could be separated into realistic, moral and neurotic

forms according to Freud’s tripartite model. Realistic anxiety is a direct response

to real external threat and on its own cannot cause psychological difficulties.

Moral anxiety is associated with shame and guilt resulting from conflict between

ego and superego and neurotic anxiety compose of three element, focused

system such as phobic anxiety free floating feelings of displeasure causes by

many and varied stimuli and thirdly fully developed sensations of panic. Anxiety

can be viewed as an everyday word in miner sense, to what is in reality a

complex relationship occurring through time between the person and situation

one faces. Hallman (1994) refers to anxiety as the behavioural and psychological

responses directly induced by a situation, as an appraisal of the responses and

their effects, as a person’s intentions towards stimuli and as a person’s evolution

of the resources available for dealing with it.

Anxiety describes the individual’s level of emotionality. DeCecco &

Crawford (1977) believe since anxiety is an inferred emotional state of the

organism and cannot be directly observed; investigations of anxiety rely on

having the individual report his own emotional states under various stress

conditions. Educational psychologists have studied test anxiety, or the emotional

states the students experience under the stressful conditions of taking a test.

According to Sarason (1972, 1978) test anxiety may be conceptualized as a

proneness to emit self-centred interfering responses when confronted with an

evaluative situation.

Sarason & Mandler, (1952) the student may fall in the anxious group for

whom tests arise anxiety, who make test irrelevant responses such as worrying

about failing, their inadequacies, anticipating punishment and blocking on

question responses which lead to poor test performance and those individual

who are without such tendencies and therefore improve their performance.

Test anxiety is experienced when the characteristics of anxiety are

associated with academic or evaluative situation. Spielberger, Anton and Bedell

(1976) conceptualized as a state, trait and a process, and detailed analysis of test

anxiety as a process is more productive as observed.

The construct of test anxiety was originated by Mandler & Sarason

(1952). Sarason & Mandler held that test anxiety was a learned “drive” which

results in responses which related to task completion. These latter responses

include “feeling of inadequacy.” Helplessness, heighted somatic reaction,

anticipation of punishment or loss of status and esteem and attempts at learning

the test situations (Mandler & Sarason 1952 P. 166)

Test anxiety has been defined as a situation specific personality trait

(Speilberger-1972) as a special case of general anxiety. It refers to those

phenomenological, psychological and behavioural responses that accompany

concern about possible failure. Test anxious individual perceive evaluative

situation as personally threatening and responds to them with intense emotional

reactions. Evaluative situations also evoke task irrelevant self-centred worry

responses that interfere with effective performance on cognitive intellectual

tasks.

Mandler & Sarson (1952) interpreted the differences in performance of

high test anxious, (HTA) and low test anxious (LTA) on the basis of learned

psychological drives. Two kinds of learned drives are said to be evoked by test

situation. First are task- directed drives these stimulate behaviours to reduce the

drive by completing the task, second are learned anxiety drives.

These stimulate two opposite and incompatible behaviours.

(a) Task-relevant efforts to finish the task and thereby to reduce the anxiety.

(b) Self- directed, task irrelevant responses manifested by “feeling of

inadequacy, helplessness, heightened somatic reaction, anticipation of

leave the testing situation.”

This is double. The next time test-phobic individuals face a test, they not

only become anxious about making it, they become anxious about getting

anxious. I know I’ll be nervous. I always get nervous I can’t help it.

The moment people say, “I can’t help it. They institutionalize helplessness,

hopelessness and self-pity on guarantee failure. The result is further self

downing and depression.

Although different authors have emphasized various aspects of cognition,

the major thrust of cognitive theories of test anxiety are that (a) test anxiety is

associated with anticipation of negative out comes, negative appraisal of one

coping skills, negative evaluative of performance and excessive attention

towards social evaluative treat material, and (b) these cognitive activities lead to

performance decrements, although it is not clear whether this effect result from

information processing or motivational influences. Gibbons (1991) suggested

that a vicious cycle develops, whereby excessive self-directed attention and

pessimism serve to increase anxiety and to impair task performance. Poor

performances in turn serve to further increase belief regarding negative

outcomes expectancies.

On the basis of factor analysis of test anxiety questionnaire (TAQ), Liberty

and Morris (1967, 1969, and 1970) proposed that debilitating test anxiety is

bidimentional consisting of worry and emotionality components.

(i) Worry component is any cognitive expression of concern about one’s

performance i.e. the consequences of failure.

(ii) Emotionally component refers to “autonomic reactions” that are evoked

by evaluative stress for test situation.

Following are the symptoms of test anxiety:

a) Physical: Headaches, nausea or diarrhoea, extreme body temperature

changes, excessive sweating, shortness of breath, light headedness or

fainting rapid heartbeat and dry mouth.

b) Emotional: Excessive feeling of fear, disappointment, anger, depression,

uncontrolled crying or laughing, feeling of haplessness.

c) Behavioural: Fidgeting, pacing, substance abuse, avoidance.

d) Cognitive: racing thoughts, going blank, difficulty concentrating negative

self talk, feeling of dread. Comparing yourself to others, difficulty

organizing your thoughts.

Most important anxiety arousing situation for a student is examination

stress. Sarason (1959) states that we live in a test conscious, test giving culture

in which the lives of people are in part determined by their test performance.

Test anxiety is a pervasive problem on the sportsmen and non-sportsmen

Mandler and Sarason (1952) assumed that two kinds of learned drives

are said to be evoked by test situation:

(a) Learned task drive or task directed drives. These are elicited by demand

characteristic of task. They stimulate the task relevant behaviour that

facilitate the performance and lead to reduction of drives by task

competition.

(b) Learned anxiety drives: These Stimulate two apposite and incompatible

behaviour.

1) Task relevant behaviour i.e. effort to finish the task and thereby to reduce

the anxiety. In this manner they are functionally equivalent to learn task

drives.

2) Task relevant responses self- directed responses, manifested by feeling of

inadequacy, helplessness, heightened somatic reactions, anticipation of

punishment or loss of status, esteem and implicit attempts to leave testing

situation (Mandler and Sarason, 1952).

Anxiety is a physiological response to a real or emarginated threat. It is a

complex emotional state characterized by a general fear or foreboding usually

accompanied by tension. It is related to apprehension and tear and is frequently

associated with failure, either real or anticipated. It often has to do with inter-

personal relations and social situations. Feeling of rejection and insecurity are

usually a part of anxiety. According to Frost (1971), anxiety is “an uneasiness and

feeling of foreboding often accompanied by a strong desire to excel”. Hence,

anxiety state arises from faulty adaptations to the stress and strains of life and is

caused by over actions in an attempt to meet these difficulties. Various aspect of

the self-concept have been correlated with be general test anxiety. In a study of

the relationship between a self-esteem and test anxiety in grades 4 through 8,

many and many 11 (1975) found statistically significant negative correlations

between the measures of self esteem and each of the measures of general and

text- anxiety, when scores were analyzed by total groups, grade level, and sex.

Chand and Grau (1977) have investigated the relationship of perceived self and

ideal self ratings with high and low levels of anxiety in collage women. Subjects

with a high degree of anxiety were found to have a significantly greater

discrepancy between their perceived self and ideal self concept than subjects

who has a discriminate analysis of self ratings collage students having

Differential manifest anxiety by Mukherjee (1969) has revealed that those with

high scored on the manifest Anxiety scale tend to rate themselves lower on

Perseverance and higher on perfection dimensions than those scoring low. A

multivariate analysis that the high group expressed an overall inferior self-image

than the low group. Though some earlier studies had reported no significant

difference in terms of Anxiety level between groups of actualized and non-

actualized subjects.

Wilkins et al (1977) found a confirmation of a hypothesis inverse relation

between levels of self-actualization and anxiety. These latter workers discussed

their results in relation to conceptual distinction between debilitating and

facilitating anxiety and their respective effect on psychological growth. On the

bases of their studies, Rokeachhis associates (Frucher et. al., 1959 Rokeach and

Frucher, 1959) concluded that dogmatism as related to anxiety. These initial

findings led to Rokeach’s contention that dogmatism “is nothing than a total

network of psychological defence mechanisms.” Although some inconsistent

results have been obtained, the general trend seems to confirm Rotech’s finding

by showing a positive relationship between dogmatism and anxiety (Bryneete et.

al., 1966; Castle 1971; Hauson & Bush 1971; Hauson Clune; Norman 1966; Castle

1971 Huason & Bush 1971; Hauson & Clune 1973; Norman 1966; Rebhum 1966;

Rokeach & Restle 1960; Smiltres 1970). Extraversion and neuroticism

dimensions of personality as I be Medley Personality inventory were correlated

with scores on the manifest anxiety Scale, in a study by bending (1957). The

correlations of anxiety with both Extroversion and neuroticism were found to be

significant. However, the direction of relationships in case of neuroticism

positive. The present investigator (1985) in one of his studies concluded that (i)

competitive Anxiety decreases with the increase in age in the case of the male

athletes but it increase in the case of female athletes, (ii) in the case of male and

female athletes, The competitive anxiety in the Indian athletes has no

relationship with their experience of participation in competition, (iii) the Indian

athletes have moderate Level of competitive anxiety as compared to the sample

norms proving the inverted U-shape the relationship between performance and

anxiety. In another study, he (1986) found that there were no significant

differences in the anxiety sources of athletes, whether male or females on the

basis of four different categories of athletes i.e. sprinters, middle and long

distance runners, throwers and jumpers. Also there were no significant

differences in the anxiety scores of hockey players whether males or females on

the basis of their playing position i.e. forwards, centre and backs.

The term anxiety is also used to refer to a complex psychological process

(Spielberger, 1972 b.) in essence, the concept of anxiety as process implies a

theory of anxiety that included stress, threat; and anxiety as fundamental

constructor variables. Thus, anxiety as process refers to a sequence of cognitive,

affective, physiological and behavioural events. This process may be initiated by

a stressful external stimulus that is perceived or interpreted as dangerous or

threading, or by a thought or idea that forecasts threat or that causes the

individual to recall an earlier danger situation. Cognitive appraisals of anger are

immediately followed by A-State reactions or by an increment in the level of A-

state intensity. It should be noted that while an anxiety state lies at the core of

the anxiety process, this process also involves stress, threat, physiological

changes, and behavioural reaction.

The common referents for anxiety words are listed in given the wide

range of meaning, it is safe to say that a variety of psychological and biological

processes are involved. Virtually all area of theoretical psychology is relevant-

innate biological defence, models of stress, self-conception, social evaluation,

skill and competence, cognition, problem-solving, learning and so on.

AGGRESSION

Sports competition without “Aggression” is body without soul.

Competition and aggression are twins. There is clear evidence that, in general

aggression is more boisterous games, help performance because it arouses

players overly to put in harder effort, and “do or die” for the success of the team.

Aggression comes from the Latin work aggress, ‘ad’ (to or toward) and greater

(walk). Literally then the word means to “to work towards or approach”.

Many professional psychologists have studied the effects of frustration

upon the elicitation of anger and the amount of anger required to lead to various

forms of aggression; direct or verbal aggression. Direct aggression might entail

shocking a person in a psychology lab with a buss aggression machine. Indirect

(or verbal) aggression might entail making some insulting comments to

someone, or even yelling at them. Any goal block-age, to use miller’s terminology,

which does not included cues of attack, such as shocks, exposed weapons,

aggressive films or insults by a superior held in high esteem who is visible to the

subject, frustrating. This sort of frustration produces an angry subject, but not a

directly aggressive one, according to Buss. Direct aggression, however, may be a

function of cues of attack if those cues are paired with some form of painful

stimulation, as well. In this regard shocks serve to heighten pain awareness in

the subject, who is “to retaliate aggressively by delivering shocks himself to the

instigator, experimenter, or another subject as confederate.

In real life situations subjects do have the opportunity to withdraw from

frustrating stimulation, or even aversive ones, more often than not; so that

aggression is often checked prior to erupting. The expression of hostility is often

able to eradicate the angry outburst, or to make it subside somewhat. The

laboratory approach seems inadequate for making continuous longitudinal

studies of aggression interaction between stressed dyadic pairs. E.G.,Burgess

insists in his Ph.D. dissertation that experimentation brings situational variable

under tighter control, important variables are as likely to be found during an

experimental as in the filed by ordinary observation, smaller groups allow one to

conceptualise at a higher more general level, the artificiality of the filed data

keyed to casual events is as debilitating as the artificiality of an experimental

setting, and since natural events tend to be cryptic, we require to make them

more readily visible by such things as experimental control, separation of sample

points, refinement of data and adumbration of measurement. All in all, burgess

considers experiment to be nothing more than a controlled observation. Any

hypotheses that hold in the real world must also hold in a simplified

environmental setting or laboratory need not hold up in the real world.

Sociology of aggression has just been propounded in the last two decade

by various sociologists, social psychologists and anthropologists in America.

Several divergent schools seem to be in evidence, as a consequence, including the

social historical school of coercive organisation the natural disaster school of

cohesion in the stressed groups under emergency conditions, the social (or

symbolic) intersectional school of learned aggression, through socialization or

culture factors, and the competition school of aggression.

It is common sense hypothesis that where there is no military

organization there is little direct aggression, as defined. Connected with

hypothesis is very sophisticated social psychology of group, directed behaviour

i.e. the leader of a group does not direct the group, but is simply the best

representative of the average person recruited to same, or the people in the

group, overall the leader reflects the needs of the group, rather than the group

taking on the features of the charismatic military leader also. The more coercive

a military organization, the more violent do its members become. Hence, the

more violent leaders in any military organisation, as well, become.

Notwithstanding the fact that only civilized man is capable of organized,

aggression, but unorganized (or spontaneous) aggression also occurs.

Palaeolithic and Neolithic man was fully capable of protracted aggression,

resulting in the elimination of Neanderthal man from western central Europe,

contents for the Daubing plains and southern France, and great wars in Asia

minor and the middle east. In these instances, social organisation alone, without

any military infrastructure, was to blame for the wholesale slaughter of peoples,

races, or even a species.

The dawn of civilisation after the birth of Egypt and summer results in

numerous wars between contending powers in the region of the Fertile Crescent.

The battle between Assyria and Egypt in particular, reached a new height of

destructiveness due to the introduction of the horsed chariot by both sides.

These battles were every bit as aggressive as those of Alexandra the great against

Persia, or of Yawn and Xerxes during the Greek Persian wars. War was on a

massive scale, because the entire population could be recruited for war –making

purposes, and often was, technically lethal weapons, however, was only in its

infancy. More importantly however, were the war of ancient china, involving

contending dynasties of alliances of the northern or the southern province and

territories of the eastern realm. The style of warfare was advanced in that it

revolved about horsemanship, larger congeries of soldiers or infantry divisions,

and the use of “military strategy,” not just the positioning of troops on the field,

the contending forces opposed to one. This was a signal advance over the mere

conglomerations of the ancient kingdoms. Yet, the Chinese armies still lacked the

tactical expertise of roman legions, and had many no – medic forces in their

midst. There was no concept here of the phalanx, which the very best soldier are

supposed to hold the canter.

Types of pre-modern military organisation have been studied by many

authors involving several levels of aggression organisation, used in Western

Europe from form 750 A.D. to 1600A.D. many more studies have emerged about

world war 2nd and the phenomenon of Nazi aggression, though little is known

about the causes and conduct of world war 2nd these levels of social organisation

included, throughout recorded history: the tribal level, tribal alliances, the

dynastic coalitions, the urban level, the inter-urban level, the provincial level,

provincial coalitions, the state level, national alliances, and the world level.

Hence, the very scope of war is useful parameters for predicting the amount of

potential violence that may result or has resulted in the past. The more

devastating the social (or military) organization, the more destructive the effects

of the war on the civilian population. But this is not the only the parameter

involved. The scope of warfare is also the results of the degree of technical

sophistication. The personalities of leaders and the amount of power invested in

command structures, and the historical context of war. There are national and

religious wars, e.g. Toynbee’s study of warfare in Universal states seems to

support this hypothesis resting upon the tacit assertion that organization in and

by itself is a source of aggression or that the mere mechanism of society, large

social groupings, and like, can encourage feelings of leading to open violence

against so-called weaker peoples. By social (or military) organisation, we have in

mind Spencer’s notion of “dynamic bureaucracy”, or even Weber’s concept of

military charisma”, which according to Lehman entails very few status levels and

highly concentrated authority. It is a traditional super-structure Also, the

Peloponnesian war resulted from too much unity in Athens and Sparta, which

silenced potential opponents to that gruesome war. Criticism against the city-

state was no longer tolerated in Athens and had never been tolerated in Sparta.

Hence, this was the end of the Greek system, as Hamilton has intimated in the

Federalist papers. In conference any citizen who was the against war was simply

shouted down, according to Thucydides, once the war was underway by virtue of

the machinations of Corinth, a member of the Aegean League. Little did they

know that they would effectively ruin Greece and lose in the bargain, control

over Sicily. This philosophical disagreement of the citizenry resulted in

distortion of the purposes of allies or enemies alike, resulting in an over harsh

reaction to same, ultimatums and precarious expeditions, usually under the

leadership of some young and inexperienced aristocrats if Athens. Undoubtedly,

the same situation must have take place in Sparta? Leadership during the war

was very poor, due to the ideological conformity demanded by the citizenry,

though Sparta was more successful in its early choice of generals. After Athens

has ostensibly won and Sparta had sued for an early peace, the war continued on

anyway, because of the economic greed of the higher classes of Athens. After

many more bloody years, and the death of the official historians, Thucydides,

Athens lost the war to Sparta and forfeited her dominion over Greece.

This is not the view we get the Roman Empire, however, by reading

Tacitus. Indeed, we see Roman fighting one another more often than not, on

foreign territory as well as at home, and recruiting the barbarians on occasion.

Hence, the Roman experience seemed to demonstrate that the Empire, rather

than being dominated by the Emperor, was run by the Senate, which got rid the

military riff-raff of society by sending them upon long arduous journeys. The

hatred of the ordinary solider for the Senate was due not only to his economic

plight, which was deteriorating rapidly because of a declining economy, but also

the lower social status he possessed in the Empire, by comparison to the early

days of the Republic.

It has been emphasized since few decades that aggression or aggressive

behaviour plays a vital role in different sports or games according to nature of

activity. Some time it gives good results and sometimes it may cause very

dangerous. Aggression directly effects on the sportsman’s performance.

Aggression is as old as human race. Beginning with Cain’s Murder of Abe

and expending through-out history, wars, world wise wars, religious wars and in

worldwide conflicts. Today man continues to do so. It appears that the technical

and cultural ‘advance’ of man has led to more violent and destructive behaviour.

What is aggression and why it is so commonly manifested by supposedly

higher form of intelligence such as man? Such as man, In lieu of this paper we try

to address some of these important issues as they related to sports. We begin by

defining aggressive behaviour and differentiating it from assertive behaviour in

sports contexts. The word aggression comes from Latin root aggedi ad (to or

toward) and grader walk, literally then t he word means to walk or approach, to

“move against” or to “move with intent to hurt or harm”. Most psychologists

describe aggression in terms of behaviour has been associated genital activity,

drug and alcohol addiction, sports and exercise, crying, completing waging war

etc.

Human beings are capable of a wide range of behaviour. On one hand,

they may show compassion and help each other; on the other hand, they may

seek harm to each other through aggressive actions. The term aggression in

sports has become all too common. Behaviour is obvious in sports and physical

activities. Motivation is a critical determinant of athletic success, most coaches or

athletes strive for high level of motivation to ensure maximum performance.

However, motivation, motivation can some time become too strong, misdirected

or uncontrolled. When this occurs motivated behaviour can easily turn into

aggressive and violent behaviour, which may results injury to another player. In

last twenty years sports, games and physical activity has become more violent.

Not at all aggressive sports behaviour is violent. In fact many forms of aggressive

behaviour are accepted and even promoted; often aggression is a part of game.

Aggression has many meanings in sports. In much publicized case, lateral

Sprewell, NBA star, was fired and suspended league for a year after he attacked

and threatened to kill his coach, P.J.Carlesimo. In another case, professional

boxer Mike Tyson become frustrated in ring and respond by biting off part of his

opponent’s ear. Unfortunately, incidents like these are well publicized and that

takes place through the sports world. We have all witnessed the increased

violence in our modern society.

Using term aggression to refer to such a wide range of behaviour can

cause confusion. We label violent and burst in sport as aggression buy also talk

about “aggression” player who takes chance in a close contest.

The moral and ethical social climate of sport may be at time condone

aggression while at sometime removing or lowering the guile of those who

aggress, both male and female who participated frequently in contexts do

encourage aggression. An athlete’s feeling about individual aggression

responsibility may be coupled with other conditions including aggressive

models, to produce aggressive behaviour. The lack of responsibility, an athlete

might feel for aggressive actions may also combine with situational factors to

heighten the probability of aggressive acts. Some researchers who have found

aggression of its participants, aggression that moulds the aggression of its

participants. Aggression in sports may also occur simply because a lot of people

are highly activated in conditions that are likely to produce negative judgements

if failure is experienced or perceived. The moods of players and athletes moulded

by whether they are wining ahead or losing, may also influenced by other sports

related various to produce aggression types. To be good in sports, you have to be

bad, or so many athletes, coaches and sports fans believe. Heavy weight

champion Larry Holmes, for example, revealed a key to his success during a one

hour interview with Morley Safer: before he enters the ring, he said, “I have to

change, I have to leave the goodness out and bring all the bad in”. He suggested

that normally inappropriate ways of thinking and acting are acceptable in sports.

He reported that you can feel clean hatred for your opponent.

Sports are “world with in a world” (with its own unique convention and

moral understanding). The Bruise brothers – “we do not want to hurt you, just

make you hurt”.

As social scientists, we are interested in the moral meaning athletes and

fans attach aggression in moral terms? Does maturity of athlete’s moral

reasoning influence their aggressive behaviour? What are unique characteristics

of sports morality and how does this “game reasoning” influence the perceived

legitimacy of aggression? We believe that aggression is more than convention; it

is moral issue which can be investigated as such. If this is true, there should be an

inverse relationship between the maturities of athlete’s moral reasoning and

their acceptance of aggression establishing a link between moral reasoning and

aggression is only the first step in understanding it. It is not clear why many

people find everyday aggression objectionable but have few moral qualms when

they or orders hurt a bean ball at batter. We can develop a more complete

portrait of sport aggression by exploring the unique patters of moral reasoning

that sport encourages.

Establishing a link between moral reasoning and sport aggression is only

the first step in understanding it. There several reasons may elicit an egocentric

style of game reasoning. The very nature of competition requires that self

interest be temporarily adopted while the athlete strives to win. In everyday life,

such pre-occupation with self almost inevitably leads to moral failings. But in

sports, participants are freed to concentrate on self interest by carefully

balanced rule structure that equalizes opportunity. Players are guarded the oral

defaults of others by protective rules and by officials who impose sanctions for

violations. Moral responsibility is thus transferred from the shoulders of players

to those of officials, enforces of rule and to coaches, whom the players learn to

see as responsible for all decisions.

Not in all sports, lack real implications. In boxing for example, where the

goal involves damage to another person, serious injury or even death is possible.

Collegiate and high school sports, where winners may receive prizes, bigger pay

checks, more perks or expanded educational and professional opportunities. The

moral implication of harm as sport goal and extrinsic reward contingent on

sports performance still need to be investigated. Does success today really

depend on how well an athlete or team has mastered the art of aggression? The

question usually answered more by ideology than by evidence. But there is more

fundamental question that needs to be asked: Is it really OK to be bad in sports.

In particular, is aggression an acceptable tactic or playing field? If it is morally

unacceptable, most recommendations for reducing sports aggression have

focused on rules and penalties against fighting, slugging and other forms of

violence. We believe, however, that reducing athletic aggression requires that the

transformation of external sports structures such as rules and penalties and

internal reasoning structures. To reduce aggression, we must first understand

the meaning athletes attach to it. There are several reasons sports may elicit on

egocentric styles of game reasoning. The very nature of competition requires

that self interest be temporarily adopted while the athlete strives to win. In

everyday life, such preoccupation with self almost inevitably leads to moral

failings, but in sports, participants are feed to concentrate on self-interest by a

carefully balance rule structure that equalizes opportunity. Players are guarded

against the moral defaults of others by protective rules and by officials who

impose sanctions for violations. Moral responsibility is thus transferred from the

shoulders of players to those of officials, the enforcers of the rules, and to

coaches whom the players learn to see as responsible for all decisions.

Physical strength and skill are no more the only factors determining the

outcome of any sports competition. The psychological variables also play an

important role in such outcomes and the psychologists conducting research in

sports are trying to study psychological characteristic which help in predicting

success in sports. Practical and theoretical questions of interest to sports

psychologist include how to maintain athlete’s mental balance in the midst of

competitive stress. Generally, sports psychology is concerned with structured

competitive sports in which the purpose is to outdo one’s opponent in

competitive encounters. The psychological preparation is planned and carried

out with aim of enabling the sports persons to be in an optimum psychological

state at the time of competition so that the athlete can achieve the maximum

possible performance. According to Jerson (1970) success in high level

competition is 10-20 % of physiological and 80-90 percent psychological. Cratty

(1989) is of the view that psychological preparedness differentials the best out of

the rest.

Alderman (1974) while emphasizing the significance of psychological

factors comments, “one essential point which must be stressed is that regardless

of how a person possesses for a particular task or sports, the success or the

quality of his performance will in the final analysis probably depends on his

particular psychological make-ups.

In the competitive setting an athlete has to put certain checks on his inner

self i.e. psycho regulate himself in order to produced best results. At the same

time he must counter the provoking stimulus rationally. Such experiences of

overcoming stress, strain and aggression may help him make the required

emotional adjustment in routine settings. In the game an athlete in action has to

in encounter numerous predictable and unpredictable situations. His

psychological technical and physical powerless help him adapt to these

situations. Many scholars have in the recent past, studied the psychological

make-up of athlete of the team and individual events involving closed and open

skills, wherein the performance must assess the situation, then chose the

movement to make and decide how best and to execute the movement. It is of

interest to note that closed and open skill attract different individuals to

participate and put different psychological demands on them for better results.

No other activity programme of physical education and sports is so

vigorously interesting up such qualities such as courage, self- confidence,

resilience etc. in the youth. There are simple contact which are held between two

individuals and three are mass contact in which team participate. In both case

the aim of the participants is to gain supremacy over the opponents. The

investigator has, therefore, chosen to explore the two very pertinent and

interconnected psychological variables i.e. aggression, anxiety and emotional

intelligence among the teams and individual events in the presents study.

Psychological factors like aggression can affect the performance of an

individual and of the whole team. The affect of aggression on motor performance

has become a major topic of interest to sports psychologist. The problems of

aggression have been considered important in all area of human activity

including sports. To the one and the same stimulus individual respond

differently and their anxiety level also varies. Psychology, and aggression are

very important phenomena.

The last few decades have evidenced renewed interest in the phenomena

of violent and aggression behaviour in sports. Aggressive behaviour in sports has

been investigated by many scholars from different filed of behavioural sciences.

What follow is a review the origins and characteristics of aggressive behaviour.

Aggression is a term that used in extensively in sports. If coaches for the

people in sports are surveyed and asked to identify the characteristics of

successful athletes, aggression would be high on the list. Being aggressive ploys

are used in volleyball by players, who dive on the floor at every opportunity to

attempt an apparently impossible save, and in badminton when players rush to

the net at every opportunity, its playing aggressive in the sports.

Anger is another human trait which drives its origin since human

evolution. It has resulted in producing aggression, be itself directed or

outwardly. Inwardly directly aggression destroys the self whereas aggression

directed outwards harm the others. Both ways, the same is a socially undesirable

trait. However without aggression it would be just impossible to visualize many

sports. A boxer who is not aggressive to legitimately cause injury to the other is

bound to lose. On the contrary, exhibiting aggression transgressing the

prescribed boundaries would result in his disqualification, being thrown out of

the contest. As a double edged weapon, it harms both ways.

Aggression carries numerous connotations in sports psychologists have

explained aggression in term of behaviour. Dollard and his colleagues (1939)

suggest that aggression is nay sequence of behaviour, the goal of which is to do

injury to the person towards whom it is delivered. Aronson (1977) describes

aggression behaviour intended to cause harm or pain. The key to this definition

is the word “intend”. If an athlete fractures another athlete nose by accident, the

fracture is not the results of aggression. But if the athlete intended to fracture the

nose he or she was being aggressive in the negative sense of the words. Similarly,

aggression has been defined as an intention to inflict injury. Tatum (1980)

viewed aggression as the deliberate intent to harm another person. This includes

physical, psychological or social harm, but in sports, physical harm is the primary

focus.

Many other psychologists have tried to distinguish the two types of

aggression. According to Hunsman (1954), aggression is of two types, the

primary goal is to inflict injury or psychological harm to someone. Instrumental

aggression, on the other hand, occurs in the quest of some non-aggressive goal

Why the athletes aggress in the sports? Number of reasons has been

proposed to explain why the athletes engage in reflationary aggression-n in the

sports. The aggression that transcends hard play and the spirit and meaning of

the rules.

Sports competition without aggression is a body without soul.

Competition and aggression are twins. There is clear evidence that, in, general,

aggression in more boisterous games may help in performance because it

arouses players overtly to put in harder efforts, and keep them to motivate to do

and die for the success of the team. Contrarily aggression committed by player in

certain contexts, situation or position e.g. (defensive players) may impede

performance of individual skill as well as success of the team. This paradoxical

view may be attributed to differences in individual and the game situations. The

intensity of aggression manifested by players in sports or a particular match may

greatly depend on the prevailing circumstances and ground realities i.e. the same

individuals behaving much more aggressively in one situation but not in other.

The mood (mental disposition or state of body and mind) of the player weather

they are winning or losing is also an important consideration in the quantity and

the quality of aggression expressed. Carrty (1989) very apply point out that

aggression and athlete may admit to be experiencing may be influenced by

combination of factors, including role perceptions. The manner in which

aggression interact with skill, the folklore surrounding the sports.

Another popular conception is that aggression is a reaction to frustration

experiences. This theory called the frustration aggression hypothesis was

proposed by Dollard and his colleagues (1939). The suggests that frustration, the

blocking of goal directed behaviour, creates a drive to aggress against a person

or object. Through aggression the drive is dissipated. The social learning theory

probably has more implications for coaches then the first two theories.

According to this theory, the causes of aggression, originally has three modelling

influences: family, subculture and symbolic modelling, (Bandura, 1976).

Aggression therefore need to be regulated and appropriately to be

regulated and appropriately applied in each sports situation. Where one has to

put the opponent to the floor but is equally important in game where personal,

physical contact, becomes inevitable.

Aggression is also defined as the infliction of an aversive stimulus

physical, verbal, or gestural, upon one by another Aggression is not an attitude

but behaviour and most critically, it is reflected in acts committed with the

interest to injure (Leunes and Nation, 1989). This definition of coaches and

spectators, as physically lifting another individual and verbal abuse.

Aggression has long been a part of the sport domain. Russell (1993)

suggested that outside of war time, sports is perhaps the only setting in which

acts of interpersonal aggression are not only tolerated but enthusiastically

applauded by large segment of society.

EMOTIONAL INTELLIGENCE

To progress and let other progress and to live and let other live are thus

the ultimate goals of any education or training provided for developing one’s

potential of emotional intelligence. The measures may help in this direction try

to help you. Help yourself and the youngsters in developing the ability to

correctly perceive feeling both in oneself and other. Give up the misgivings and

misperception of the feeling in other. It leads to a hostile attribution bias.

Remember that love always begets love, while suspicion, heatedness and

aggressions are rewarded likewise. The word ‘emotion’ has been derived from

the Latin word ‘Emovere’ which means ‘to excite’, or ‘shudder. According to

P.T.Young “An emotion is disturbed state of organism: an emotion includes

visceral changes due to increased activity of autonomic nervous system and an

emotion originates within the psychological situation.” The word intelligence is

believed to be greatest parameter for measure of success in life.

Emotion is a rather neglected area of study in comparison with other area

in psychology. Although early pioneers, for example Darwin, James and Freud,

had shown interest, relatively fewer attempts were made during the twentieth

century to take up emotion as a serious area of research. Two major reasons

were put forward by Leventhal and Tomarken (1986) for this paucity of

research. One, the experience of emotion was not considered an element of study

by the behaviouristic ally oriented theorists, and two, emotion was conceived as

a product of arousal and cognition by the traditional cognitive theorists. In

addition, the biologically, oriented theorists, who accepted the concept of

emotion rather reluctantly, preferred to substitute the concept with a more

pervasive element of our psychobiological state, namely, motivation.

Nevertheless, studies on emotion by some prominent workers during the

last three decades have revived the interest in this area. In this context, Ekman's

(1982, 1992a) and Izard's (1979, 1994) contributions are significant, who raised

new questions and conducted innovative research. The most important question

these investigators posed is about the universality and ontogenetic root of the

expression of emotion. More than a century ago, they had anticipated this

question and the appearance of his work in 1872 had triggered a tremendous

interest in emotion. The issue was revived by Ekman (1992b) who, on the basis

of cross-cultural researches, proposed that the (spontaneous) facial expressions

of emotion serve important adaptation functions and are universal in nature:

Also, he suggested that the deliberately posed facial expressions of emotion may

be culture-specific, that is, the cultural norms to a large extent determine how

identities are encoded and performed. Accommodating the universal and

culture-specific elements of the facial expressions, Ekman concluded that the

field of emotion touches upon such key issues as nature vs. nurture, emotion-

specific physiological changes, events preceding emotion, ontogenetic root of

emotion, discrete states of emotion, and fundamental categories of emotion.

Izard (1979, 1994), in his search for the ontogenetic root of emotion

conducted studies on the preverbal infants facial expressions. He found that

infants are capable of expressing all the discrete emotions that are fundamental

to humans. This empirical finding led him to conclude that the facial expressions

of emotion are innate in nature. He, however, distinguished between the innate

and universal components of the expression of emotion on the basis of cross-

cultural data. To him “an expression may be conceived as universal without

having the properties of innateness, simply because of culture-constant learning”

(Izard, 1994, 291).

Both Ekman and Izard were influenced by the writings of Tomkins (1962)

who considered that the study of face is, in other words, the study of emotion.

The assertion got an impetus by the confirmation of the facial feedback

hypothesis. In this hypothesis the overt facial expressions are presumed to be an

essential ingredient of the experience of emotion (for a review, see Leventhal

and Tomarken, 1986). The hypothesis generated a renewed interest in and fresh

views on emotion).

This text considers the basic issues and current trends in emotion. In so

doing, it lays a special emphasis on the work that has been carried out on the

facial expressions of emotion. The basic issues have primarily been derived from

those psychological investigations that have looked for a general rule in the

expression-experience link. The discussion on the current trends, on the other

hand, has been guided by those cross-cultural researches that have looked for

the universality in the expression and understanding of emotion. These two

aspects (i.e., basic issues and current trends) may be treated with the necessary

precondition that the mental universals do not emerge from the study of brain

(Shepard, 2001).

Emotions are easy to understand but difficult to define. One may easily

explain the emotional tone in an individual's behaviour but find difficulty in

defining the emotion involved for instance, an angry face conveys the same

message to all yet there may be great individual differences in defining anger or

even labelling the face with emotion word anger. The difficulty arises from the

term definition itself by definition; we mean several things, for example, a

cultural definition, a biological definition, an overt expressional definition, an

observer’s definition, and a contextual definition. Some people may like to define

emotion on the basis of the quality of experience (positive / negative) the degree

of arousal (high/low), or the meteoric direction embodied in the action

(approach / withdrawal) The pervasiveness of the term also creates a difficulty

in defining it. For instance, the categories happiness, sadness, fear, anger,

surprise, and disgust are accepted by all as emotions but opinions differ on such

categories as sex and aggression. To include these letter categories in the term,

theorists sometimes use a more pervasive term, viz., motivation. Abnormal

emotional reactions, e.g. anxiety, depression, and guilt, pose a different problem.

Opinions differ in considering them as variants of natural emotion.

Difficulties in defining emotion also arise due to the changes it produces

in the organism, such as changes in the physiological system (body) and in the

psychological state (mind). For many years, psychologists were engaged in

examining the temporal sequence of these changes (in mind and body) that

accompany an emotion.

To reduce the conceptual complexity, it is important that we discuss the

theoretical perspectives and behavioural components associated with emotion.

Research on emotion has given rise to four major theoretical perspectives,

namely, (a) cognitive perspective that puts emphasis on cognition of

environmental cue and physiological arousal, (b) evolutionary perspective that

stresses adaptation functions, (c) behavioural perspective, that emphasizes

conditioned response, and (d) psycho-dynamic perspective, that highlights the

role of unconsciousness in emotion regulation. The cognitive perspective was

developed on the basis of the notion that an understanding of an emotional state

is contingent upon the cognition of an external (environmental) or an internal

(physiological) cue. An empirical support for this notion has been available from

the classic study of Schachter and Singer (1962). In this study, the subjects were

injected epinephrine, a petrochemical substance that produces an autonomic

arousal.

The evolutionary perspective was drawn from Darwin (1972) 1965 who

thought that emotions serve important adaptation functions.

The expressions of emotions, in annuals or in human beings, send signals

only to the members of their respective species and these signals (Westen,

1996). To establish his notion, Darwin considered the Physlogenetic and

ontogenetic roots of emotion expressions.

The behavioural perspective considers emotion as a conditioned response

to a situation that is associated with a certain unconditioned physiological

change.

The psychodynamic perspective grew out of the Freudian view on

emotion. Freud (1920) divided personality into three distinct systems, the id, the

ego, and the superego. The id (the unconscious and obscured part of

personality), which is the oldest mental system, seeks to gratify wishes that are

instinctual in nature. Emotions are expressed via verbal and nonverbal channels

of communication. The verbal channel of communication is used more often to

establish the logical connections between facts and events (Danziger, 1976).

The nonverbal channels of communication are used to convey affective message

and to regulate interpersonal ex-changes. The channels of nonverbal

communication that transmit emotional messages are facial expression.

Paralanguage (nonverbal aspects of voice and temporal characteristics of

speech), and kinesics (gesture, posture, movement of the body) and proximal

(physical distance during face to face interaction) behaviours

Happiness is a positive emotion which is most conveniently recognized

and frequently expressed during a social interaction. The experience of

happiness may stem from different sources, such as relief from pain, anticipation

of a positive outcome of an event, an event that either enhances self-concept or

allows social approval, and physical pleasure. The source of happiness depends

on the personality of the individual (Ekman and Friesen, 1975).

Sadness is a negative emotion that is experienced in the event of loss of

certain forms. The level of arousal associated with sadness is generally low,

although the emotion may vary in intensity. The extreme form of sadness is grief

and a mild form of sadness is pensiveness (Plutchik, 1980b). In sadness, the

individual experiences pain (which is not physical) and the degree of suffering

depends on the form of distress. The sources of distress may be loss of someone,

denial by a loved one, loss of an opportunity and so on (Ekman and Friesen,

1975). These external sources of distress interact with certain factors internal to

the organism e.g. gender, age, and personality. When sadness pervades the

emotional life over a continued period, abnormal reactions, such as depression,

take place.

Fear is also a negative emotion and is generally accompanied by a high

degree of arousal. It generates activation in the internal mechanism of the body

as well as in the outward expression. Under its influence, the organism develops

preparedness to avoid a threat full situation. In this sense, fear is an adaptive

response and almost reflexively triggered in the face of a dangerous situation.

Because of its link with survival, the sources of fearfulness may be many ranging

from a minor physical injury to death. The complexity with which fearfulness is

evoked depends on the level of conditioning or on the cognitive appraisal of the

threat full situation, event or object. The emotion of fear varies in intensity. The

extreme form of fear is terror and in its mild form it is known as apprehension

(Plutchik, 1980b). The continued presence of fear may produce anxiety or worry

in the organism.

Surprise is an emotion of a very short duration with a positive or a

negative emotional tone. We are surprised at events that are not expected to

occur. The surprise emotion becomes positively valence if the unexpected event

brings delight (for example, seeing an old friend after a long time. In the ancient

Indian literature, anger is illustrated as “inflaming of the mind” or “blazing up of

the mind” due to such sources as thwarting of desire, persecution, misconduct,

contempt, and injury. The three forms of anger are Kroch (a stormy passion

which persists in an aggressive person), kop (a mild form of anger that is quickly

controlled and prevented from realizing its end), and rose (anger directed to a

beloved person or an object).

Disgust is a negative emotion that triggers a feeling of aversion. The

sources of disgust may be many, ranging from an aversive taste to an aversive

thought. Painful events or thoughts may induce disgust.

There are multiple mechanisms, namely, cortical, subcritical, autonomic,

and hormonal, controlling the experience and expression of emotion. Likewise,

there are various study areas, e.g. neurophysiology, neurochemistry, and

neuropsychology, examining the emotional behaviour in human and non-human

primates. The focus of neuron-physiology is to explicate the role of the nervous

system, peripheral and central, in the regulation of emotion. Neurochemistry

deals with the chemical agents altering the nervous system function. The subject

studies the process and regulation of metabolic activity and the changes in

neurotransmitters and hormones during the emotional reaction.

Neuropsychological studies are conducted to ascertain the role of the cerebral

hemispheres and lobes in the mediation of emotional functions, factors

influencing emotion.

Different emotions produce characteristic bodily changes. These changes

occur either at the physiological or at the overt behavioural level. The

physiological changes are measured by three methods, in general. In one, the

changes in emotional response following a lesion /task. For example, an electro

dermal response may vary as a function of such factors as affect valence, affect

intensity, sex and basal sweat gland activity. The interacting effects of these

factors may prevent one from making an accurate inference (Cacioppo and

Tassinary, 1990). These authors further noted that the advancement in

technology. As a result, the psycho physiological inference has become more

problematic. Related to this issue is the assumption of psycho physiological

isomorphism that does not accommodate the concept of multiple determinants

of a physiological response. This problem applies both to autonomic and central

measure of cognitive / affective activity (Coles et al, 1987; see also Caciopo and

Tassinary, 1990).

The theories of emotion are many and diverse. Approximately fifty

theories exist in psychological literature, each with a different view point about

the process by which we experience emotion. It is not advisable to discuss each

of these theories separately as such an attempt may reduce clarity about the

conceptual distinctions among them. Some reviewers, therefore, have attempted

to organize these theories into fewer heads, for example, chronological order

(early/late), psychological construct (psychoanalytic/cognitive/behaviouristic),

locus of control (central/peripheral), and temporal sequence in the experience of

emotion (neural>cognitive/cognitive>neural). We would like to adhere to the

classification of theories give by mediates the emotions of fear and aggression.

McDougall (1923, 1928) proposed that all human behaviour strives for

achieving a goal, either to derive pleasure or to avoid pain. These two basic

tendencies in human behaviour are termed as feeling. Feeling differ from

emotions in complexity in that the basic feeling are modified to a great extent

according to the cognition, expectations, and experiences of the human being. At

a rudimentary level, however, the complex range of emotions is reducible to two

basic tendencies, namely, approach (pleasure) and withdrawal (pain). McDougall

(1928) believed that these two basic tendencies are akin to instinctual behaviour

and all instincts serve the survival need of the organism. Individuals learn to

avoid the dangerous situations and approach the goals (e.g. food) that help them

survive by an innate mechanism. It is argued that instincts of emotional nature

produce bodily changes following the cognition of a pleasurable or painful

situation. McDougall, however, believed that the experience of emotion (e.g. fear)

and bodily changes (e.g. readiness) co-occur as a function of cognition.

Emotions are inherently adaptive according to Izard (1977) and become

the primary motivating source of human behaviour. Izard’s theory of emotion is

based upon certain postulates, namely:

a) Emotions are innate in nature;

b) Emotions have different aspects or components, viz., neuron-

physiological expressive, and experiential;

c) Emotions are discrete in nature, and the qualitatively different emotions

have unique motivational properties;

d) Emotions vary in intensity; and

e) The link between the facial) expression and the emotion experience is one

of the subsystems of emotions activation (See Izard, 1979)

Plutchik’s (1980a) theory offers strong supports to the Darwinian view of

emotions. In addition, the theory suggests that (a) there is a limited set of

primary emotions (b) the primary emotions are identified either on the basis of

behavioural observation or of adaptive functions, (c) emotions vary in terms of

similarity, polarity, or intensity and (d) emotion does not refer only to a feeling

state, but implicates a chain reaction.

Unlike the Darwinian evolutionary theorists, the body-reaction theorists

believe that a perception of peripheral reactions gives rise to Leventhal and

Tomarken (1986). Their classification includes the (a) The Darwinian

evolutionary theories, (b) body-reaction theories, (c) central neural theories, and

(d) cognitive-arousal theories. The Darwinian evolutionary theories trace out the

ontogenetic root and functional significance (e.g., adaptation) of the emotion

expression. The major profounder of this viewpoint include. McDougall (1923),

Izard (1971, 1994), and Plutchik (1980a). The body-reaction theories emphasize.

That emotions trigger distinct autonomic reactions, and a perception of these

autonomic reactions gives rise to the experience of emotion. This stand is

attested by James (1890) and (with some conceptual modification) Ekman

(1984). The central neural theorists focus on the structural correlates of

perception~ expression, and experience of emotion. The cognitive-arousal

theorists (namely, Schachter and Singer, 1962, and Schachter, 1964) believe that

an emotional state is produced by a physiological arousal with cognition about

its causality. The experience of emotion the advocates of this proposition include

James and cannon.

The theory of emotion by James (1884) is one of the earliest that

triggered a lasting controversy in the world of psychologists. The theory posited

a notion opposite to the common sense view. In our everyday life, we perceive

some emotion-provoking situation (e.g., death of a close relative) that results in

some kind of emotion (e.g., sadness) followed by an automatic reaction (e.g.,

change in the visceral activity). In the opinion of James an emotion-provoking

situation (i.e. death of a close relative) directly induces a change in the

autonomic activity (i.e. change in the visceral activity), the perception of which

gives rise to the state of emotion (i.e. sadness). In essence, the perception of

bodily changes produces the feeling state (James, 1984). Lange (1885), a

contemporary of James, extended a similar theory of emotion with the

suggestion that the physiological changes take place in the cardiovascular

system. The two theories are thus known conjointly as the James-Lange theory of

emotion.

Cannon (1929) developed his theory of emotion in the process of

criticizing the James-Lange theory. He raised a number of critical issues with

experimental evidence, namely (See Tompson, 1988).

a) A dissection of nerve fibbers to the visceral organs does not eliminate

emotional experience,

b) An artificially –induced physiological arousal does not allow one to

experience emotion, and

c) The transmission of sympathetic arousal is much slower than the process

of experiencing emotion.

The revival of the Jameson model of emotion has been brought about by a

number of theorists, for example, Ekman (1984), Izard (1971), and Zajonc

(1984b), with fresh views and newer empirical evidences. Because we have

already discussed Izzard’s theory of emotion, we shall in this section deal only

with Ekman and Zajonc. The modern changes in the coaching and training of

athletes have created much interest in sports. It has also enhanced development

of various technique and tests in the field of sports. Coaches and sports scientists

today on the measurements of the characteristics such as Emotional Intelligence

and differences in many such factors among the participants in difference sports

take an increased importance. The present day coaches and scientist have

become more concerned about the psychological aspects than skill and

physiological aspects because they realise that psychological characteristic of

athlete contribute more towards their success. These characteristics are often

found in modern sportsmen. It has been agreed by Venkateswarlu (1982) that

certain types of athletes and physical education activity group have some

behavioural characteristic which differentiate from certain other types of

athletes. From their experience and observation physical educators, coaches and

sports scientists suggest that participants in physical education activities and

sports develops desirable characteristics, emotional maturity among

participants which differentiate them from non-athletes; they point out that

sports and physical education activities are a great avenue for building character.

Researchers have identified many dimensions which underlie most

emotions. Every sportsperson, across cultures, experience different emotions

Thus emotions are innate. The emotions consist of three main elements (Deci,

1980; Young, 1973) namely physiological changes, action tendencies and

subjective experiences. The individual zone of optimum functioning (IZOF)

model attempts, to identify the emotions content relevant to performance, from

an athlete’s perspective (Fehr and Russell, 1984; cantor, Mischel and Schwarts,

1982). The four emotions categories are: positive functionally optimal emotions

(p+), negative and functionally optimal emotions (N+), positive and

dysfunctional emotions (P-), negative and dysfunctional emotions (N-). These

four global effect categories generate idiosyncratic emotion descriptors related

to each player’s subjective experiences. The intensity levels for each of these

emotions are established using a separate scale: the modified Borg’s category

ratio scale CR-10 (Borg, 1992, 1998); which allows the ratio comparisons of

intensities (Hanin, 2000) and determination of direct intensity levels. The

intensity scale, expresses the functional impact a particular emotion had during a

game. It is a quantitative characteristic of the effect. Intensity dimension in IZOF

profiling is an index of the perceived effort of an athlete to execute a task. It is

therefore a score of subjective experiences; of individual athlete; assessed by self

report. Research findings of finish athlete report that modified CR -10 scales is

useful in quantifying emotion intensities in performance related emotions

(Tummavuori and Hanin, 2000). Literature on athletes from Asian countries are

scarce and therefore this study is aimed at examining the patterns of

distributions of intensity responses across CR-10; in elite athletes (rowing); for

extending emotion regulation for high level participation (applied implications).

Emotion is a subjective feeling or response generally accompanied by a

psychological change and usually associated with a change of behaviour. Like

smell in the flower, emotions are present in every activity of human being. They

are most individual and from person to person. Emotions are said to spring of

action. Emotional intelligence, like general intelligence, is the product of one’s

heredity and its interaction with his environmental forces

Until recently, we have been led to believe that a person’s general

intelligence measured as I.Q or intelligence quotient is the greatest predictor of

success in any walk of life such as academic, social, vocational or professional.

Consequently, intelligence quotient scores are often made into use for selection,

classification and promotion of the individual in various programmes, courses

and job placements. However, researches and experiments conducted from 90s

onward have tried to challenge such over dominance of intelligence by replacing

it with concept of Emotional Intelligence and its measure emotional quotient

(E.Q.). These have revealed that a person’s emotional intelligence measured

through his E.Q. may be greatest predictor of success than his or her I.Q.

For the measurement of one’s intelligence, we make use of one or other

intelligence test (verbal or non-verbal). Similarly for the measurement of one’s

emotional intelligence we can make of such measures called emotional

intelligence tests of scales. These tests and measures are not available easily and

in sufficient numbers like intelligence tests standardized for measuring,

intelligence of the varying population of the human beings.

Historically speaking, the term emotional intelligence was introduced in

1997 by American University Professors Dr. John Mayer and Dr. Peter Salovey in

their attempt to develop a scientific measure for knowing the differences

between people’s ability in the areas of emotions. Though its roots can be traced

back to Gardner’s theory of multiple intelligence and social intelligence.

However, the credit for popularizing the concept of emotional intelligence

goes to another American psychologist Daniel Goleman through his book

Emotional Intelligence: Why it can matter more than I.Q., published in 1995.

Although the term emotional intelligence has been defined in many best sellers

including Dr. Daniel Goleman’s 1995 book “emotional intelligence” in a number

of ways comprising many personality traits such as empty, motivation,

persistence, warmth and social skills yet the most accepted scientific of the term

emotional intelligence may be found in the following definition given by Johan D.

Mayer and Peter Salovey in their 1997 book “emotional Development and the

Emotional intelligence”

“Emotional intelligence may be defined as the capacity to reason with

emotion in four areas; to perceive, to integrate it in through, to understand it and

to manage it.” The view point of this defined can be analysed as; a person will be

termed emotionally intelligence proportion to his ability to identify and perceive

the various types of emotions in others to:

- Indentify and perceive the various types of emotion in others (through

face reading, body language and voice etc.

- Being aware of his own feeling and emotions;

- Incorporate or integrate the perceived emotions in his though. (Such as

using his emotions feeling in analyzing, problem solving, decision making

etc.);

- have proper understanding about the nature, intensity and outcomes of

the Nature, intensity and outcomes of the emotion;

Exercising proper control and regulation over the expression and use of

emotions in dealing with his self and others in view of promoting harmony,

prosperity and peace

Mr. Yetta Lautensclager, a NIP teaching fellow of Hamden, Connecticut,

USA writes: “to be emotionally intelligent, I submit that one must become

proficient in the four areas of emotional intelligence i.e. awareness, Acceptance,

Attitude and Action, Awareness means knowing what we are feeling, when we

feeling it. Acceptance means being able to feel a feel an emotion without judging

it. Attitudes are belief that is attached to emotion. There are times when the

emotions follow an attitude. Unless the attitude is challenged, the emotion will

continue to be felt in the same direction. Action is the behaviour we take based

on emotion and attitude”.

The above view point of Yatta Lautenschlager clearly emphasized that for

the developing as an emotionally intelligence individual, one must develop the

ability of emotional awareness (knowing the feeling of the self and others),

cognitive realization that emotional expression may be irrational or unhealthy

and hence, one should be cautions in utilizing his emotions into action, having a

fresh look or formation of desired attitude for proper utilization of emotional

feelings, resulting utilizing into proper behaviour for the progress of the self in

proper tune of the others. Based upon these contemporary viewpoint about the

concepts of emotional intelligence, we may understanding one’s emotional

intelligence as a unitary ability (related to but independent of standard

intelligence) helpful in knowing, feeling and judging emotions in close

cooperation with one’s thinking process for behaving in a proper way in the

ultimate realization of the happiness and welfare of the self in tune with others.

The knowledge about one’s emotional intelligence in terms of his

emotional quotient has a wider educational and social implication for the welfare

of the individual and the society. This fact has now been recognized and given

practical shape and implication all around the globe. The credit of giving due

publicity and acquainting the word population with the importance and

significance of emotional intelligence goes to the famous American psychologist

Dr. Daniel Goleman through his best seller like Emotional intelligence – why it

can matter more than I.Q. and working with Emotional intelligence etc. He has

brought to the forefront the following points regarding the importance of

emotional intelligence and its measure through his writings:

Emotional Intelligence is as powerful and at times more powerful and at

times more powerful than I.Q., while I.Q. contributed only about 20% to success

in life, the other forces contribute the rest. We can infer that Emotional

Intelligence, luck and social class are among those other factors. Unlike I.Q.

Emotional Intelligence may be the best predictor of success in everything they

undertake in their lives. Unlike what is claimed about I.Q., we can teach and

improve in children and individual some crucial emotional competencies paving

the way for increasing their Emotional Intelligence and thus making their lives

healthier, more enjoyable and successful in coming days.

The concept of Emotional Intelligence is to be applauded, not because it is

totally new but because it captures in one compelling term the essence of what

our children or all of us need to know for being productive and happy. The I.Q.

and even Standard Achievement Test (SAT) scores do not predict who will

successful in life. Even school process can be predicted more by emotional and

social success in life. Even school process can be predicted more by emotional

and social measures (e.g. being self assured and interested, following directions,

turning to teachers for help and expressing needs while getting along with other

colleagues) than by academic ability.

In working situation also, Emotional Intelligence helps more than one’s

intellectual potential in terms of one’s I.Q. or even professional skills and

competencies. A professionally competent person having poor Emotional

Intelligence may suffer on account of his inability to deal with his self or in

getting along properly with others. One’s Emotional Intelligence helps him much

in all spheres of life through its various constituents namely knowledge of one’s

emotions (self awareness), managing the emotions, motivating oneself,

recognizing emotions in others (empathy) and handling relationships. The

achievement of the end result in terms of better handling of mutual relationships

is quite essential and significant in one’s life. It can only be possible through

one’s potential of Emotional Intelligence and its proper development.

The viewpoint and ideas propagated by Dr. Daniel Goleman have brought

a revolution in the field of child caring, home, school and work place

management. It has also provided sufficient support to the guidance and

counselling services including physical and mental health programmes. Although

these may seem a bit exaggeration in tall claim that Emotional Intelligence is a

sure guarantee for unqualified advantage in life yet there is no denying of the fact

that one’s ability to deal successfully with other people and with one’s own

feeling. Since these qualities count significant towards one’s success in one’s area

of achievement, it may help one to step in for the required success. Most of the

problems in our life whether of adolescent problems, home and family problems,

work situation problems political or international problems are the result of the

mishandling of the individuals concerned, sentiments, feeling and emotions of

the individual concerned, group of individuals, society and nations. If proper

education, opportunities and efforts are made for the training of emotions and

development of proper Emotional Intelligence potential among the people right

from their childhood, then it will surely help in bringing mutual emotional

understanding, empathy accompanied with right actions and behaviour on the

part of the individual groups for leading a better life with peace and cooperation.

In all situations, self awareness of the feeling and emotions is most

important. Try to teach the children and help yourself to know what you are

feeling when you are feeling it at a particular time. For understanding others and

other feeling, develop the qualities of a good listener. People who have a high

score on empathy and empathy come through effective listening.

To do always with the wrong notion that through is most appropriate

when not clouded by emotions. Try to learn the integration of thoughts and

emotions, heart and mind for the appropriate behaviour at the right. Therefore,

do not try to suppress emotions (as every feeling has its value and significance)

but to strike a balance between rational thoughts and emotions.

Teach the children and yourself that all emotions are healthy (because

emotions are what unite the heart, mind and the body). Anger, fear, sadness, are

so called negative emotions are as healthy as peace, courage and joy. The

important thing is to learn the art of expressing one’s feeling or emotions in a

desirable way at a desirable time in desirable amount. In this connection, have

this remark of the Great Greek Philosopher Aristotle as a guideline.

“Anyone can become angry – that is easy. But to be angry with the right

person to the right degree, at the right for the right purpose and in the right way

that is not easy” to practice and teach the children the art of managing the

feelings and emotions as adequately as possible. This is especially important for

the distressing emotions of fear, pain anger, etc.

The development of harmonious personality of the individual depends to

a large extent on his/her emotional intelligence. Emotional Intelligence enables

the individual to achieve highest pinnacle and deepest reach in his search for self

fulfilment as well as other fulfilment. Emotional Intelligence re-enforces the

concomitant drive to increase individualism. It enables to express one’s feeling

and emotion at appropriate occasion, with the understanding of feeling of self

and others. Emotional Intelligence helps in stimulating, motivation, improving

communication, reducing stress and enhancing decision making power of

teachers, students and parents.

Ego oriented individuals is that they perceive success in terms of winning

and outperforming other and believe that if they outperform someone with

minimum effort they have demonstrated even higher level of perceived ability.

These individual believe that success is determined by ability and that cheating

and deception may be acceptable behaviour If they enable them to achieve their

goal of winning.

In contrast, task oriented individuals perceive success in terms of getting

better and trying hard. Research has demonstrated that task oriented individuals

will remain motivated even in times of adversity, for example when they are

losing, as they perceive success in terms of trying hard and attempting to

improve.

Mayer Emotional Intelligence Scale (MEIS) constructed and standardized

by Dr. John Mayer of the University of New Hampshire, U.S.A. Mayer Salovey and

Caruso Emotional Intelligence Test (MSCEIT) constructed and standardized by

Dr. John Mayer, Dr. Peter Salovey and Dr. David Caruso of U.S.A. Bar-on

Emotional Quotient Inventory (EQ-I) constructed and standardized by Dr.

Reuven Bar-on and published by Multi-Health System; intrapersonal,

interpersonal, adaptability, stress management and general mood.

Mangal Emotional Intelligence Inventory (MEII) constructed and

standardized by S.K. Mangal and Subhra Mangal. It has been published by

National Psychological Corporation, Agra. It covers four areas: intra-personal

awareness, inter-personal awareness, intra-personal management, inter-

personal management.

Some emotional intelligence measures which have a limited value or

somewhat meant just for a fun or amusement. However, these may provide vital

clue of what is expected from an emotional intelligent person in an arbitrary

assumed emotional situation.

Emotional intelligence has been conceptualised as a multidimensional

construct as proposed by Goleman and Mayer and salovey. According to this

conceptualization, emotional intelligence consists of “abilities such as being able

to motivate one and persist in the face of frustrations; to control impulses and

delay gratification; to regulate one’s moods and keep distress from swamping

the ability to think; to empathize and hope.” Further research in this area has

indicated that an emotionally intelligent person is be skilled in two key areas

within one’s emotional competence framework, namely “personal competence”-

how one manages the self; and ‘social competence’ – how one manages

relationship. While the essentially implies self-awareness (of internal states,

preferences, resource and inhibitions), self-regulation (of internal states,

impulses and resources) and motivation (traits that facilitate accomplishing

goals); the later comprises empathy (the ability to understand other’s emotions,

and other’s talents or skills needed to influence, communicate, lead, develop

others, manage conflicts, promote team work, or catalyse change), and social

skills such as expertise in inculcating desirable in others. Thus, emotional

intelligence is made up of a set of skills and these skills can be improved through

education. Schools serve as the prime location for the promotion of emotional

intelligence (Tiwari and and srivastava 2004). Goleman (1998) considered

school as one place which can turn to compensate children’s deficiencies in

emotional and social competence. As such schools face the challenge to teaching

as well as nurturing the emotional skills of children.

Emotional intelligence (EI) has emerged as a key concept among

researchers and practitioners alike, and is subject to growing interest in sport

psychology. Further to this, met analysis results indicate positive relationship

between EI and health-related variables and performance variables. To date,

only a few studies have examined E.I in sport but the early studies point to

encouraging results

1.1 STATEMENT OF THE PROBLEM

Comparative Study of Anxiety, Aggression and Emotional Intelligence

among Team and Individual Sportsmen

1.2 SIGNIFICANCE OF THE STUDY

The results of the present study will help to identify anxiety, aggression

and emotional intelligence of sportsman representing university in team and

individual events. This will further help to identify sportsmen who may have

potential to be of high calibre. Competitive sports are full of challenges, so

youngsters taken to competitive sports must display the required psychological

attributes including aggression, anxiety and emotional intelligence to meet the

challenges successfully.

The variables anxiety, aggression and emotional intelligence need to be

studied properly, both from the theoretical and practical point of view. The

knowledge about the variables may enable the teacher and coaches to takes

decisions in their work with young players taking part at different levels and

train them in a proper way. The investigation can help the University coaches

who are attached with University camps to find out the talent and how to wide

out them so as to enable them to perform better in future in the teams and

individual games and find out the weakness of the sportsmen who are attending

the coaching camps.

1.3 OBJECTIVES OF THE STUDY

The following objectives lay down for the present study:

� To study the nature of distribution of scores for sportsmen representing university in Team events on the variables of ‘Anxiety’.

� To study the nature of distribution of scores for sportsmen representing university in Individual events on the variables of ‘Anxiety’.

� To study the nature of distribution of scores for sportsmen representing university in Team events on the variables of ‘Aggression’.

� To study the nature of distribution of scores for sportsmen representing university in Individual events on the variables of ‘Aggression’.

� To study the nature of distribution of scores for sportsmen representing university in Team events on the variables of ‘Intra-Personal Awareness’ (own emotions).

� To study the nature of distribution of scores for sportsmen representing university in Individual events on the variables of ‘Intra-Personal Awareness’ (own emotions).

� To study the nature of distribution of scores for sportsmen representing university in Team events on the variables of ‘Inter-Personal Awareness’ (others emotions).

� To study the nature of distribution of scores for sportsmen representing university in Individual events on the variables of ‘Inter-Personal Awareness’ (others emotions).

� To study the nature of distribution of scores for sportsmen representing university in Team events on the variables of ‘Intra-Personal Management’ (own emotions).

� To study the nature of distribution of scores for sportsmen representing university in Individual events on the variables of ‘Intra-Personal Management’ (own emotions).

� To study the nature of distribution of scores for sportsmen representing university in Team events on the variables of ‘Inter-Personal Management’ (others emotions).

� To study the nature of distribution of scores for sportsmen representing university in Individual events on the variables of ‘Inter-Personal Management’ (others emotions).

� To study the nature of distribution of scores for sportsmen representing university in Team events on the variables of ‘Total Emotional Intelligence’.

� To study the nature of distribution of scores for sportsmen representing university in Individual events on the variables of ‘Total Emotional Intelligence’.

� To compare the Sportsmen representing university in Team and Individual events with respect to their mean scores on the variables of ‘Anxiety’.

� To compare the Sportsmen representing university in Team and Individual events with respect to their mean scores on the variables of ‘Aggression’.

� To compare the Sportsmen representing university in Team and Individual events with respect to their mean scores on the variables of ‘Intra-Personal Awareness’ (own emotions).

� To compare the Sportsmen representing university in Team and Individual events with respect to their mean scores on the variables of ‘Inter-Personal Awareness’ (others emotions).

� To compare the Sportsmen representing university in Team and Individual events with respect to their mean scores on the variables of ‘Intra-Personal Management’ (own emotions).

� To compare the Sportsmen representing university in Team and Individual events with respect to their mean scores on the variables of ‘Inter-Personal Management’ (others emotions).

� To compare the Sportsmen representing university in Team and Individual events with respect to their mean scores on the variables of ‘Total Emotional Intelligence’.

1.4 HYPOTHESES

The following hypotheses are formulated which will be tested in the

present study:

� The Sportsmen representing university in Team and Individual Events

differ significantly with respect to their level of Anxiety.


differ significantly with respect to their level of Aggression.


differ significantly with respect to their level of Intra-Personal Awareness

(Own Emotions) component of Emotional Intelligence.


differ significantly with respect to their level of Inter-Personal Awareness

(Others Emotions) component of Emotional Intelligence.


differ significantly with respect to their level of Intra-Personal

Management (Own Emotions) component of Emotional Intelligence.


differ significantly with respect to their level of Inter-Personal

Management (Others Emotions) component of Emotional Intelligence.

� Sportsmen representing university in Team and Individual Events differ

significantly with respect to their level of ‘Total Emotional Intelligence’.

1.5 DELIMITATION OF THE STUDY

The study had been delimited as stated below:

� Aggression levels of the sportsmen representing Himachal Pradesh

University Shimla were measured through aggression scale constructed

by Roma pal and Tasneem Nagavi (1980) consists 30 items.

� Anxiety levels of the sportsmen representing Himachal Pradesh

University Shimla were measured through Anxiety Test constructed by

A.K.P. Sinha and L.N.K. Sinha’s comprehensive anxiety test consists 90

items.

� Emotional Intelligence of the sportsmen representing Himachal Pradesh

University Shimla was measured through Emotional Intelligence

Inventory constructed by Dr.S.K. Mangal and Shubhra Mangal consisted

100 items.

� Only male sportsmen, who were representing Himachal Pradesh

University Shimla in team and individual events at inter-university level,

were selected for the investigation.

1.6 OPERATIONAL DEFINITION OF KEY TERMS

Terms used in the present study having different connotations may be

defined as under:-

� Aggression: Is behaviour directed towards the goal of having or injuring

another living being. The term seems to draw automatic associations and

produce positive or negative value judgements and emotional responses.

� Classification: The placement of individual into groups for a particular

purpose.

� Behaviour: Technically the observable activity of muscle and glands of

external secretion.

� Team Events: It refers to the players who representing university in

team sports events.

� Individual Events: It refers to the players who representing university in

the individual sports events.

� Anxiety: The term anxiety is also used to refer to a complex psychological

process in essence, the concept of anxiety as process implies a theory of

anxiety that includes stress as fundamental constructs.

� Emotion: The word emotion is a derivative of Latin word ‘emorer’ which

mean to excite or shudder. Thus emotion is a state of the individual which

deprives him equilibrium.

� Emotional Intelligence: It refers to the area of emotional experience and

behaviour

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CHAPTER 2

REVIEW OF RELATED LITERATURE

The present chapter deals with the available literature on anxiety,

aggression and emotional intelligence. The various types of methods, techniques

and the tests used to assess the anxiety, aggression and emotional intelligence of

the teams and individual events by the various sports scientists and

psychologists is listed in this chapter. A brief review of related literature is

presented below.

ANXIETY

Anxiety is a term used to describe uncomfortable feeling of nervousness, worry

and tension, which we all feel from time to time. Anxiety can affect anyone,

whatever their age, gender etc. it effects our thoughts, physical reactions, moods

and behaviours. Anxiety can also cause us to feel panicky and frightened and

prevent us from doing things. Too much stress in our lives can result in higher

level of anxiety.

Anxiety is also a perfectly normal response to threat, and in some

situation that is really threatening it can be helpful in preparing us for action.

Some degree of anxiety can improve our performance in certain situations such

as job interviews, taking exams, sporting events, or even helping us to pay our

bills on time. However, if anxiety occurs too often and for no apparent reason, or

if it begins to interfere with our life, then it has become a problem.

We know from research that at any one time, there are many people

experiencing anxiety that is a problem to them. Anxiety can either be very

general; affecting many areas of our lives, or it may be more specific to certain

situations such as crowded place, talking to people or travelling on buses. It

could even occur as a specific phobia such as a fear of lifts or a fear of apiders.

Sarason & Mandler (1952) four decades ago, in 1952, its study began at

Yale university. Based on their responses to a test anxiety questionnaire (Sarson

& Mandler, 1952) group of students were categorised as high or low test anxious.

On subsequent intelligence tests, the low anxious student outperformed their

high anxious peers in both the scores and their variability (Mandler & Sarson,

1952; Sarson, Mandler & Craighill, 1952. There is no doubt that anxiety is a

troublesome condition found to be prevalent today among students. The overly-

anxious students are handicapped since cognitive faction (such as concentration

and memory) is often impaired resulting in less than optimal academic

performance. Many students who are consistently stressed in college beyond

their coping capacity develop lifelong habits of nervous tension which

temporarily relive dysphonic feelings (corocarran 1985).

Nijhawan, (1972) among Indian studies, gender differences were

observed only at the upper social class and at average and low level of

intelligence (Kapur, 1982). Further parallel to Rao’s 1983 finding, even sub 1988

and Sud & Sud 1997 found that socially deprived girls experiences higher anxiety

than their non-deprived counterparts. Sud & Sharma 1990 found that Indian

school going females are likely to have more competitive attitude and urge to

performance better than their male counterparts.

Spielberger, Anton & Bedall, 1976; Spielberger, Gonzaler, Taylor,

Algaze and Anton 1978; Sarason, (1978) test anxiety is a pervasive problem

on the school & university campuses. While anxiety in a test situation may

actually facilitate the performance of some students more often it is disruptive

and leads to performance decrements. Indeed, many students are so disturbed

by test anxiety that they seek professional assistance to help them cope with its

debilitating effects. It is believed that students, with high test anxiety as well as

those students with low test anxiety will have lower academic performance.

Therefore, those students with moderate levels of test anxiety will perform the

best. There is also stable individual difference in the degree to which anxiety is

manifested in any given situation. A disruption or disorganization of effective

problem-solving and cognitive control, including difficulty in thinking clearly,

can also lead to test anxiety.

Singh and Kaur (1976) reported a low negative correlation between

need for achievement and anxiety. Sarson, Johan & Seigel (1978) in two sample

of college students reported significant concurrent correlation between negative

life events and both state and trait anxiety.General findings show that fewer

restrictions from parents lead to high level of achievement motivation

(Baumrind, 1971; Ojha, 1972; Grelow, 1973; Tewary and Mishra, 1977).

Sieber, O’neils Tobias, 1977; Sarason,1980 Altraire, (1984) Research

examining the effects of the test anxiety in situation involving evaluative stress,

such as achievements or competency testing reveals that highly test anxious

examinees do not perform as well as their less anxious counterparts. An

abundant body of research suggests that test anxiety correlates negatively with

the level of test performance (Deffenbacher, 1980). This is particularly true if the

task is complex. The situation is personally salient and the test is more a test of

speed than of power. A relatively simple intentional mechanism (self-

preoccupation) is proposed for explaining the performance-interfering effect of

test anxiety i.e. the situation capacity it used for task irrelevant, ego-focused

through reduced the attention capacity needed for solving the task (Sarason,

1984; Wine, 1980).

Sharma, 1978, Gandy & Fitzgerald, 1971, Sethi & Sud ,1980, Sharma,

& Rao, 1984, Van Der Ploeg Hulshof, (1984) have concluded that the

relationship of test anxiety and academic performance is a complex one, which

may be observed by interactions of intelligence and test anxiety. Specifically, the

detrimental effects of test anxiety were nested in the upper range of intelligence.

The results seem to be in favour existing theoretical line in the field of test

anxiety with an emphasis on cognitive intentional processes (wine, 1971).

However, Helmke (1988) pointed out that the state of research regarding test

anxiety and academic achievement in the school contest is still insufficient in

several respects. Numerous studies ihave related classroom factors with either

academic achievement or test anxiety but only few studies have reported

classrooms differences with regarded to the relationship between test and

academic achievement (i.e. by computing classroom specific correlations or by

other statistical methods).

Tobias, Joshua Edwards (1978) Test anxiety, especially in mathematics,

has been a concern for teachers, students, and parents for decades. The recent

policies that require high-stakes test at nearly every grade level after primary

school has added to these concerns. Preparation of mathematical concepts and

procedures can reduce anxiety. However, many students experience test anxiety

no matter how well they are prepared. Students often recall mathematics being

taught in classrooms in which tension was created by an emphasis on timed

computation drill and an emphasis on correct answers. Ashcraft and kirk (2001)

found that math anxiety may reduce certain brain functions, possibly those that

are needed most for learning mathematics. This anxiety and stress can lead to

decreased performance, avoiding mathematics course taking and, eventually, to

avoiding mathematics-related careers.

Gupta (1982) failed to observe any relationship between anxiety and

achievement motivation and self-concept. Poor academic performance can serve

as a precursor to stress and depression (Petzel & Riddle, 1981) which is a sign of

low achievement motivation among the adolescents.

Paulman and Kennelly (1984) laboratory investigations have

demonstrated that high level of test anxiety is detrimental to performance in

evaluative situations. Carver and Scheier (1988) described disengagement from

the task, lack of self control, and missing confidence as typically linked to test

anxiety. Tryon (1980) and Wittmaier (1976) found that moderate anxious

subjects.

Rao & Murty (1984) found that externally oriented subjects as compared

to internals were low achievers, more anxious, morbid, neurotic and low on need

for achievement. Achievement motivation is a result of healthy family

environment, warm affective ties and support. Weiner (1986) believes that

achievement motivation is closely linked with other variable such as attribution

style, Success and failure.

Hadapp (1989) test anxious person show a typical pattern of cognitive,

emotional and behavioural components when they feel Threatened by the test

situation. The major point is that test anxiety develops as a response to

commutative failure, and this situation-specific trait is constituted by individuals

as well as situational factors. Test anxiety expresses its influence in the form of

troublesome and self-defeating thoughts. The self-image of high test anxious

students has been found to be low, negative and rejecting. They perceive

themselves as ineffective with greater tendency to avoid solving problems

(Blankstein, Flett & Toner 1989; Carver & Scheier, 1989; Meijer & Elshout, 2001;

Sud, et.al., 2001). In an academic setting, the majority of reported low negative

but significant correlation between test anxiety and academic achievement in the

case of both school boys as well as girls, (Choksi, 1975; Najma and

Satyanarayanan, 1978; Sharma and Rao, 1983).

Dweck (1991) models of achievement suggest links among students

belief about the nature of intelligence, their perception about themselves, their

perceptions about elements with the learning context and the sorts of

achievement related attitudes and behaviour they adopt. However, examining

the correlation between test anxiety and achievement motivation, Andrew &

Holly (1999) designed a research to incorporate the test anxiety into the

hierarchical model of approach and avoidance motivation. State-test anxiety

(Specially, Worry) was documented as a mediator of the negative relationship

between performance. The positive relationship between performance approach

goal and exam-performance avoidance goal and exam-performance was show to

be impendent of the anxiety process. Achievement motivation has also been a

result of perceived competence (Harter, 1981), perceived control and autonomy

support (skinner, Wellborn& Connell, 1990; Grolnick & Slowiaczek,1994).

Krampen (1991) test-anxious show higher than average level of general

anxiety. It is observed that people lives are influenced by last performance so

much that anxiety during examination (or test has become pervasive

contemporary problem (Hembrace, 1998; Sarson, 1990; Sud, 2001). Verma

(1990), In his review concluded that test anxiety has proved to better predictor

of academic success then the journal anxiety.

Elizur and Beck (1994) observed the gender differences in the

achievement motivation. The result of the study support the view that gender

differences in achievement motivation are rooted in socialization process rather

than in basic difference between women and men. Empirical studies support the

view that, in comparison to non test anxious people, test anxious individual tend

to engage negative, self-deprecating thought, except to do badly in test situations,

evaluate their performance more negatively and demonstrate international bias

toward ego threats, (e.g. social fairly) words,(Calvo, Eysenck and Estevez,

1994; Spence, Duric and Roeder, 1996).

The 20th century has been called the “the age of anxiety” but the concern

with anxiety phenomena has been as old as the history of humanity

(Spielberger & Vagg 1995) for many years theories of the clinical workers and

the insight of sensitive observes of the west. In 1930’s and 1940’s an increasing

effort was made to understand the problem of anxiety from experimental

perspective. The first empirical investigation of test anxiety was published in

1914 and perhaps a noted Russian to physiologist, Alexander Luria (1932) was

the first one to call has attention to individual differences in the emotional

reaction, experienced by the student in test situation. However, 1950’s saw the

spawning of test anxiety research in earnest that began at Yale University in

1952. Now the test anxiety become the most widely studied of these specific

anxieties, not only the west (Sarason, 1980; 1990; Spielberger & Vagg. 1958;

Schwarzer & Zeidner 1996) but India as well (Sud.& Sharma, 1990; Sud, A

and Prabha, 1995; 1997; Sud. & Sharma, 2001 and Sud 2002).

Ruisel (2000) concluded that test anxiety usually lower academic

performance, mainly by increased self observance which results in lack of self

confidence, fear of failure and evaluation, decreased concentration or attention

and decreased resistance of stress.

Sud (2001) observed that test anxiety is accompanied by a relatively low

expectation of success, dependent behaviour and doubt about one’s ability and

one’s changes of success are determinant-ants of academic performance. Meijer,

(2001) a disruption or disorganization of effective problem solving and cognitive

control, including difficulty in thinking clearly, can also lead to test anxiety. Test

anxiety represents a bias that conceals the true potential of students, in

educational testing. The individual differences in test anxiety and fear of failure

can barely be differentia-ted on the empirical level (Sud, Awasthi & Sud, 2001).

Sud, (2001) high test anxiety has also been observed to be significantly

associated with low achievement motivation. Immense literature support an

association between students motivation and socializing agent such as parents

and teachers. Higher achievement and motivation have been linked to parental

involvement (Wiest, Wong, and Cusick, 1997).

R. Kaul, V. Kumar, M. Mittal (2004) The aim of this study was to

investigate the effect of imagery training on psychological variables i.e. pre-

competition anxiety, positive and negative psychic energy and concentration and

on field performance skill in relation to penalty corner concentration in hockey.

Twelve hockey set players (four pushers, four stoppers, four hitters) were the

subjects. They were divided into two groups (experimental and control) of six

subjects each (i.e. two pushers, two stoppers and two hitters). Employing a pre-

test-post test design, the subjects were initially pre-tested on all the

psychological variables and field performance skills. Field observations were

also made (by a psychologist) regarding their arousal and concentration while

playing and by a hockey coach regarding their body position speed, accuracy and

follow through. The experimental group was given 30 sessions of individualised

autogenic relaxation cum imagery training while the control group was given no

such training. Following the imagery training programme, the subjects were

again post-tested on the psychological and field performance variable as done in

the pre-test phase. T-test was applied to test the significance of mean difference

between pre-test post-test scores of experimental and control group subjects.

Results showed that as compared to the control group, the experimental group

showed marked improvement in it scores on psychological variables and filed

performance skills. It was concluded that imagery training can be a useful tool in

improving the mental state and field performance skills of players in relation to

penalty corner conversion in hockey.

Yaussi, (2005) time is a precious commodity with in the classroom. Any

intervention to decrease test anxiety must come in a form that will pay great

dividends while consuming little time. Teachers to find creative ways to

incorporate brief periods of physical education with in the classroom. According

to the research completed by Hansen, Subjects who maintain an aerobic level of

sixty percent of their maximum oxygen uptake for ten minutes will have the

benefits of increased vigour while decreasing their fatigue and total negative

mood state.

Schneider and Clark (2006) assessed the relationship of test anxiety to

personality variables, believed to relevant to academic performance. 117

psychological student (mean age 23 years) from the University of vaster studied.

Personality factors especially self efficacy was significantly (negative) related to

test anxiety. A high test anxious subject requires more attempt to pass them their

low test anxious counterparts.

Johan Parthiban. A.S. Nageswarain. A. Palanisamy (2006) Aim of the

study was to analysis the effects of mental training on selected psychological

variables of University soccer players. The study was conducted on thirty two

men soccer players who participated in the Bharathidasan University Inter-

College soccer tournaments. Subjects were randomly assigned equally into two

groups, group-1 underwent mental training (n=16) and Group ii (n=16) acted as

control group. The date collected from the experimental and control groups were

statically examined with analysis of covariance (ANCOVA). Imagery ability

mental preparation, self confidence, anxiety, worry management, concentration

ability and relaxation ability, showed significant difference between the groups.

Dr. Shafioddin S. Shaikh (2007) For the present study 100 Sample was

selected from Aurangabad, the effective sample consisted of 100 subjects, out of

whom 50 subjects were senior ball badminton players and 50 subjects were

junior ball badminton players. Sinha’s comprehensive Anxiety Test: contains 90

items of manifest anxiety. It is highly reliable and valid. Time 15 to 20 minutes.

Scoring is simple. Percentile norms are available on college students. Level of

anxiety may be classified in five categories, highly reliable and valid in this lest.

Junior ball badminton players have significantly high anxiety than the senior ball

badminton players.

Beauty N.O.Obadan (2008) test anxiety is an uneasiness or

apprehension experienced before, during, or after an examination because of

concern, worry, or fear. This study established the efficacy of rational emotive

behaviour therapy on the reduction of test anxiety on identified test anxious

students the study was quasi experimental in nature. Two independent variables

were involved in the study namely, treatment (2 types), and entry test anxiety

level (2 levels). The independent variables of primary interest are the rational

emotive behaviour therapy (REBT). Instrument used for assessment was test

anxiety inventory entry test anxiety level was studied. Total scores from pre-test

anxiety inventory (TAI) were used to block subjects into groups with low entry

test anxiety level, moderate entry test anxiety level and those with high entry

test anxiety level. REBT was found effective in the reduction of the test anxiety F

=22.751,df (1,76). Entry test anxiety level was significant on the level of

reduction of test anxious students; F=83.566, df (1,76). It is recommended that

REBT be used in the treatment of anxious adolescents in school.

Dr. Shrikrishna Patel (2008) the purpose of the study was “To compare

the competitive state anxiety levels of individual sports, dual, sports and team

game players”. Sixty male students of (LNUPE), Gwalior were selected as the

participants for the study. These participants were divided into three group’s

individual sports, dual sports and team games depending on their activities. On

the basis of the finding and within the limitations of the study, the following

conclusions were drawn-individual dual and team games did not differ

significantly in competitive state anxiety components from each other no

significant difference between individual sports, dual sports, and team games

and finally the interaction effect with regard to the individual, dual and team

games indicates insignificant difference.

Sarh Blake (2009) author of test anxiety: recommendations for teachers,

test anxiety can act as a positive motivator for effective achievement; however,

excessive amount can disrupt a student’s ability to perform well and can cause

high level of stress, low self esteem, poor grades, and negative views of school

(2009). During a benchmark exam that was multiple-choice, i observed a student

choose an answer than erase the answer several times throughout the test. By

the end of the exam period, she had demolished her eraser and she had not

completed the exam. I began observing her more throughout the school year to

see how she was falling the exams because she completed the homework,

participated during the review lessons, however, her exams grades were

extremely poor considering the fact that she was an average achiever.

Institute of Heart Math (2009) “test anxiety is a serious condition for a

great number of people who suffer from an imagined lack of preparation,

confidence, dread, fear or inability to concentrate prior to or while actually

taking a “test”. Psychologist view test anxiety as a situational emotional

occurrence. According to Karolyn M. Thompson author of the impact of a

cognitive-behaviour program on test anxiety symptoms in high school students,

George Mandler and Seymour B. Sarason first identified differences in the test

performances of University students categorized as experiencing either high or

low level of self reported test anxiety”(2003).

Minaxi Patel (2009) there are many difference between school players

and non –players in comparison of anxiety. Some study found that anxiety is also

important aspects. Which related to sports. The present research examines the

important of anxiety among the school players and non-players. The study was

conducted to see the difference among the school players and non-players in

Anxiety. There will be significant difference between school players and non-

school players in Anxiety. The sample of the study has been selected randomly.

The sample consists of 30 school players and 30 non-school players study in

Shree Kadvibai Virani Kanya Vadhyalaya, Rajkot. For measurement of anxiety,

Sinha comprehensive anxiety test was used. The data was subjected to mean,

levels of standard deviation and ‘t’ value. The aim of the study was to see the

difference among school players and non-school players in Anxiety. The results

clearly indicated that there is significant difference among players and non-

players in Anxiety. The results of the present study indicated that players group

have lower anxiety a compare with non- players. Such from the analysis of

results it can be concluded that players seem to be lower in anxiety than the non-

player.

Sameer E. Bagirathi, et. all. (2010) the purpose of the study was to find

out the comparative results of the Psychological profiles of Rajasthan and

Madhya Pradesh international & National level Male cricket players. The

subject’s age ranged between 18-25 years, they all were selected randomly from

the Rajasthan and Madhya Pradesh U-22 cricket teams, and the experts has made

two group of 49-49 players, one group made up of Madhya Pradesh cricket

players and another and group made up of Rajasthan cricket players, those who

are continuously participating at National and International level. The experts

used questionnaire of Rainer and Martin’s sports competition Anxiety Test. For

the evaluation of questionnaire Two Sample T-test was employed, and the

findings reviled that there was a significant difference found insignificant i.e.

0.11 in the SCAT, which means there was no difference in sports Competition

Anxiety of Rajasthan Cricketers and Madhya Pradesh Cricketers.

Balasubramaniam. Smt. Savitri. S. Patil. Dr. Rajkumar. P. Malipatil

(2010) the study was carried out to appraise the significant difference of anxiety

behaviour among the sportswomen and non sportswomen. The Ex-post –fact

research method was adopted. To achieve the purpose 200 sportswomen and

Non sports women were selected randomly as subject, the age ranging from 20

to 25 years. The questionnaire anxiety test was administered. The data

pertaining to variable in the study has been examined by using ‘t’ test. The ‘t’

value is 0.12 is lesser than table value. The conclusion is drawn that there no

significant difference in anxiety behaviour of among the sportswomen and non

sportswomen as it is not conformed. It might be due to their livening condition

and poverty made them to manage their emotion.

Brij Bhushan Singh and e.t. al. (2010) Anxiety experienced during

competition is known as competitive anxiety, it is a feeling of apprehension

about the outcome of competition. For the purpose of this study 35 top three

ranked power lifters (22 male and 13 female) were selected from the Agra

University intercollegiate power lifting championship 2009 held at Shri

Varshaney Degree College Aligarh. The sports competition anxiety was measured

SCAT developed by Martens (1977). The t-test was applied for assessing the

difference between the competition anxiety of intercollegiate male and female

power lifters and coefficient-correlation was applied for seeing the relationship

of competition anxiety of intercollegiate male and female power lifters with

there performance at .05 level of confidence. The results had shown that the

competition anxiety of male power lifter was having negative correlation but the

competition anxiety of female power lifter was positively correlated with their

performance. Also statically no significant difference was observed between the

competition anxiety of intercollegiate male and female power lifter.

Zamirullah Khan, Sartaj Khan and Naseem Ahmed Khan (2010)

anxiety is a very important psychological variable. It plays important role in

performing and achieving goal in high level competitions. The main objective of

study was to find out the level of anxiety of Asian players. Participants were from

India, Sh. Lanka, Laos, Thailand, Turkmenistan, D.P.R. Korea, Malaysia, Pakistan,

Jordan. Sports competition Anxiety among the players. The result of the study

revealed that maximum Asian players have Average level of Anxiety.

Driscoll Richard (2010) nursing programmes can be highly stressful,

and nursing students have been found to be more test-anxious than other

students. The present investigation examines practical programs to reduce test

anxiety impairment and improve academic performance for a significant number

of highly anxious nursing students. Incoming nursing students were screened

using the Westside test Anxiety scale, and half (42 of 84) were identified as

having high-or moderately-high anxiety and were randomly assigned to an

“active control” treatment or an information control group. Students in both

groups were introduced to their material and encouraged to review it. Students

took the comprehensive Evolve/HESI exit exam in the early spring. The

treatment group showed a significant 12+percentile gain over the control group

on the HESI (P<.05) and a 9 percentile gain over the controls on their spring

GPAS. The active control treatment protocol used here is seen to provide a cost-

effective intervention to improve test performance Circumstances permitting,

the authors recommend that nursing programs include provisions for highly

anxious students. In five students with the 1970’s low achievement motivation

was observed to be significantly associated with test anxiety (Singru, 1972;

Choksi,1975). Singru (1975) Choksi (1975) and singh, s., and kaur, h., (1976)

Reported low, negative correlation between the overall index of need-

achievement and anxiety. Christian (1978,1979) found that these is a positive

relationship between hope of success and anxiety, and a negative relationship

between fear of failure and anxiety.

Dureha D.K.S.Yaduvanshi and P.Mishra (2011) the purpose of the

study is to compare the status of national and international hockey players on

the selected psychological variables. Sixty male hockey players of India divided

in to two groups national (n= 30) and international (n =30). The age range of the

subjects was 17 to 25 years. The collection of data was based four test batteries

that is, Alberta incentive motivation inventory the sports achievements and

motivation test, state and trait anxiety inventory and sports completion anxiety

test. As shown by the results of the study there were insignificants difference

was found in incentive motivation, achievement motivation, state anxiety and

trait anxiety between national and international hockey players and significant

difference was found in sports completions anxiety. In order to test t test was

used and 0.05 level of significant was used. The hypothesis that international and

national players would not differ accepted in achievement motivation, state, trait

and sports completion anxiety.

Maryam Sasanfar & Maryam Koushkie Jahromi (2011) the purpose of

present study was comparison of anxiety between students of physical education

& sport science and other students in Iran. Subject of this study were 72 students

in Shiraz University in Iran, 42 students were students of physical education and

sports sciences (SPESS) and 28 students were students of other fields (SOF),

student fulfilled anxiety questionnaire of Beck (BAI). The questionnaire,

reliability was (89%), its validity was 0.79, and contained 21 questions, with 5

scale of liker’s, findings of this study indicated that Anxiety score was higher in

SOF than SPESS (P = 0.05). But evaluating data with Chi square test indicated

higher frequency of severe anxiety in SPESS (P = 0.05), participating in physical

education classes may reduce total score of anxiety, but can increase number of

severe anxiety.

Prof. Jaowad Ali, Mohd. Tanveer Khan, Abdual Rahaman, Arvined

Bahadur Singh (2011) the purpose of the study was to compare the level of

multidimensional trait anxiety between university and national level hockey

players of Uttar Pradesh. For the purpose of the investigation 40 male subjects

(20 University and 20 National level players) were recruited as subjects of the

study. Their age was ranged from 17 to 25 years. To find out the level of anxiety

of university and national level players the multidimensional trait anxiety test

developed by Martens (1977) was administered on the subjects. ‘t’ test was

employed to analyze the data. Results have revealed that there was no significant

difference found between intervarsity and national level hockey players of Uttar

Pradesh in regard to multidimensional trait anxiety at 0.05 level of confidence.

Sisodiya A.S and P.Purashwani (2011) the purpose of the study was to

investigate the relationship between achievements motivation and anxiety of

inter-University level male and female shutters i.e. badminton players. For this

purpose, 30 (15 male and 15 female) shuttlers were randomly selected as

subjects, who participated in zone inter university Badminton tournament.

Sports achievement motivation test by M.L. Kamlesh and sports competition

anxiety test constructed by rainier marten were administrated to collect the

data. Pearson’s product moment correlation was employed to find out the

relationship between the achievement motivation and anxiety. Finding showed

no significant relationship between achievement motivation and anxiety of male

and female badminton players of inter-University level.

AGGRESSION

Aggression is the violent behaviour with total disregard to reasoning.

Aggressive behaviour can be physical or mental or emotional and alt of them

together in a systematic manner. In general sense where aggression is referred

to in life situations or in connection with group dynamics, it has no positive role.

However, when it comes to sporting competitions, aggression has always a

positive role. This is especially true in dual games or competitions. In a war

situation, a soldier is to destroy his enemy before the enemy kills him. Likewise,

in a dual sporting competition, the competition is to resort to violent attack

against his opponent and inflict upon him a moral advantage which is likely to

last throughout the remaining competition – thus leading to victory. In the

process, the sportsperson shall not succumb to the sentiments if he is

determined to win.

Hicks (1965) studied the relative effects of the both peer and adults

models of each sex on aggression in children. Both short and long term

influences were increased. It was found that males peers had the most

immediate influence in shaping in children’s aggressive behaviours, while adults

males had the most lasting effect. Both an actual model and films have been used

in such studies and the effects contrasted. In general, the finding has suggested

that viewing aggression, particularly if the aggressor is identified with by the

subject, will cause immediate aggressive responses to be ciliated in children,

youth and adults.

McCarty, J.F. and Kelly, B.R. (1978) investigated the relationship

between aggression and athletic performance. Using an archival approach on the

records of a college hockey team over an eight year period, a high aggressive and

low aggressive group was defined. Aggression was defined on the basis of certain

types of norm violations which distinguished aggressive acts more clearly than

former research studies by separating instrumental aggression from hostile

aggression.

Silva,J.M.(1983). Although it is commonly reported that males are

naturally more aggressive than females.

Basu, (1991) in a study on the influence of gender stereo type on

projection of aggression in the Rozenzweig picture frustration study examined

the aggressive responses of 22 male and 22 female children (aged 11 to 14

years) to pictorially present frustrating situations in the Rozenzukig picture

frustration study to determine the effect of the sex of the Ss and the sex of the

depicted figures. There was no effect of the sex on the child on aggressive

responses, however, the sex of the frustration figure depicted in the pictures

significantly influenced the type and direction of aggression in both male and

female. Ss gender related stereo concerning aggressive reaction was similar in

boys and girls.

Tucker, L.W. (1999) conducted a study on perceived legitimacy of

aggression among females and males collegiate athletes. The purpose of this

study was to examine attitude of males and females Division I inter-collegiate

athletes towards aggression in collision, contact and non-contact sports. Collision

sports were defined those that require heavy bodily contact, such as hockey,

football and rugby. Contact sports such as basketball and soccer. Non-contact

sports were defined as those that do not involve any type of physical contact,

such as golf, tennis and swimming. The sample consisted of N = 162

intercollegiate athletes, equally divided between females (n = 81). The samples

were further categorized into three types of sports; collision (n = 28 females and

n = 27 males), contact (n = 26 females and n = 27 males), and non-contact (n = 27

females and n = 27 males).

Bredemeier, (1985) Gender, school level, years of participation and

degree of contact in sport have all been found to influence moral reasoning and

legitimacy judgement concerning injurious sports acts (Bredemeier, 1987,

1995; Beredemier & Shields, 1986, Reyan, et al., 1990; Silva, 1983). A

number of studies have discovered that males find aggression in sport and

outside of sports to be more legitimate than females (lindeman, et al., 1997;

Rainy, 1986; Silva, 1983). School level in fourth through seventh grade children,

the highest competition level in organized sports among undergraduate and

graduate students, and the number of years of participation in organised sport

also affect moral reasoning and legitimacy judgements. The most common

findings are the positive linear relationship between these three factors and

legitimacy ratings of injurious sport acts. Injurious sport acts are more legitimate

for sixth/seventh grades, among participants of organized sports on higher

competition levels, and for participants who have been involved in organised

sports the longer (Bredemier, et al., 1987; Silva 1983). Finally, the degree of

contact in sport and the length of exposure to contact in sport are presumed to

affect moral reasoning and legitimacy judgements indeed, results of several

studies indicated that more exposure to high contact sports, are associated with

reduced level of moral reasoning and more acceptable legitimacy judgements of

injurious sports acts. It has also been determined that participation in higher

contact sports is related to aggressive behavioural tendencies both in and

outside of the sports environment. Legitimacy judgements concerning aggressive

behaviour in sports are inversely related to moral reasoning (Bredemeier,

1985). Several researchers have suggested that participation in sport may be

detrimental to moral reasoning, but a casual relationship has yet to be

determined. The primary purpose of this investigation was to compare

perceptions of aggressive and asserting behaviour in sports and non sports

situations among male and females athletes and non-athletes. Participants (n =

66) were randomly selected and grouped according to three sport contact

groups based on their athletic experience; high low and non athlete. All

participants viewed 28clips of aggressive and assertive behaviour in sports and

non-sports situations. Volunteers were asked to judge the legitimacy of the

behaviour and to rate the acceptability of the behaviour. Results indicated that

males perceived the behaviour in both situations as more legitimate and

aggressive behaviour was less legitimate in both situations. These results

reinforce previous finding about the relationship between the gender, context,

moral reasoning and legitimacy judgements of aggressive behaviour. Future is

warranted to examine the variable of race and socio-economic status in this

relationship.

Brad J. Bushman and Gary L. Wells (1998) previous studies examining

the validity of measures of trait aggressiveness either have been retrospective

studies or have used laboratory aggression as the criterion behaviour. Can a

measure of trait aggressiveness predict no laboratory physical aggression? The

physical aggression subscale of the aggression questionnaire was completed by

91 high school hockey players prior to the start of the season. At the end of the

season, these trait aggressiveness scores were regressed on minutes in the

penalty box for aggressive penalties (e.g., fighting, tripping) and minutes in the

penalty box nonaggressive penalties (e.g., delay of game, illegal equipment, too

many players). As expected, preseason trait aggressiveness scores predicted

aggressive penalty minutes (r = .33) but not nonaggressive penalty minutes (r =

.04).

Mark Griffiths (1998) one of the main concern that has constantly been

raised against video games is that most of the games feature aggressive

elements. This has led many people to assert that this may have a detrimental

effect on individuals who play such games. Despite continuing controversy for

over 15 years, there has been little in the way of systematic research. This article

reviews the empirical studies in this area, including research methodologies such

as the observation of free play, self-report methods, and experimental studies the

article argues that all the published studies on video game violence have

methodological problem and that they only include possible short-term

measures of aggressive consequences. As opposed to those in their teens

upwards-tend to show that children do become more aggressive after either

playing or watching a violent video game. However, all of these come from the

use of one particular research methodology (i.e. observation of children’s free

play).

Johan G. H. Dunn et. al. (1999) the purpose of this study was to examine

the relationship between goal orientations. Perceptions of athletic aggression,

and sportsperson ship among elite male youth ice hockey players (M age = 13.08

years). Athletes (N = 171) completed questionnaires to assess their goal

orientations, attitudes toward directing aggressive behaviours during

competition, and non-aggression –related sportsperson ship. In accordance with

vallerand, Deshaies, Cuerrier, Briere, and Pelletier (1996), sportsperson ship was

conceptualized as a five-dimensional construct. Multiple regression analyses

revealed that high ego-oriented. Players with higher levels of task orientation

(rather than low task orientation) had higher sportsperson ship level of three

dimensions. An analyses of goal orientation patterns revealed that regardless of

ego orientation, low (compared to high) task orientation was more

motivationally detrimental to several sportsperson ship dimensions. The

practical implications of these results are discussed in the context of Nicholls’s

(1989) achievement goal theory.

Devires and Steven (1999) in their study utilized moral and

motivational constructs to examine relationship between college wrestler’s

approval of aggressive acts in wrestling and individual and contextual factors of

the scompetitive wrestling settings. Subjects were wrestlers of fourteen NCA

Division III team (N = 221). The wrestlers Aggression questionnaire (WAQ) was

developed and used to assess approval of aggressive act in sports, perceptions of

coach and team mate approval of aggressive and likelihood to commit aggressive

acts in competitive situations. They observed that wrestler were found to be less

approving of action depicted in a WAQ scenario depicting controlling aggression

then they were of two WAQ scenario actions representing scoring aggression.

Stepwise multiple regression analysis revealed that wrestler’s approval of

controlling aggression was predicted by perceptions of team mate and coaches

approval of the aggressive acts, likelihood to commit the act to win match, and

season win percentage. Wrestler approval of scoring aggression was predicted

by perception of the coach and team mate approval of the aggressive act and

likelihood to commit the act to win as factors distinguishing between subjects

who represent high and low level of wrestler approval of controlling aggression.

Teammate approval of aggressive acts and likelihood to commit aggressive act of

the team mates expected it were significant in discriminating between wrestler

who were high and low in approval of scoring aggression. Wrestlers reported

that they were mass likely to commit aggressive acts for pre-conventional

motives of coach and team mate expectations. Result of this study suggested that

wrestler’s approval of aggression is related to moral atmosphere factors

including perceptions of teammate and coach approval of aggressive acts and to

moral motives for aggression in the sports.

Gardens, Rebecca Ellis and ChristoPher M. Janella (2002) have made

comparison between perceptions of aggressive and assertive behaviour in sport

and non-sport situations among female and male athletes and non athletes.

Participants (N = 66) were randomly selected and grouped according to three

sport contact group based on their experience high, low and non athlete. All

participants viewed 28 clips of aggressive and sport situation. Results indicated

that males perceived the behaviour in both situations as more legitimate,

behaviour is athletic situations was rated as more legitimate, and aggressive

behaviour was less legitimate in both situations. The will to win behaviour or the

so called killing instinct shall guide the sportsperson concerned to be aggressive

and merciless in competitive situation. This kind of total disregard toward

human values is essential as the very existence and persistence in today’s cut

through competitions warrants a do or die behaviour. The ideals, the philosophy

covering the morals and values may be spared for all other life situations but not

bought in to sporting competitions. We, the Indian, shall am to regain the lost

valour and aggressive behaviour as we have learnt to be submissive and non-

violent over the last one thousand years of slavery. Then only the Indian may be

able to aim to win medals at the arena of international competitions.

Patrice Lemieux, Stuart J. McKelvie, et. al. (2002) to investigate the

relationship between athletic participation and off-field hostile aggression, Buss

and Perry’s (1992) Aggression questionnaire (AQ) was completed by two group

of 86 university athletes in either contact or no contact sports and two control

groups of 86 non-athletes who were matched to the athletes in physical size. In

general, bigger participants scored higher on hostile aggression and reported

more fighting than smaller participants, but athletes and non-athletes did not

differ. These results contradict the learning and catharsis of aggression in sport,

and undermine the media image of the belligerent off-field athletes.

Hari Singh & Surinder Kumar Sharma (2006) The present study

investigation was conducted no 90 judokas of different universities of India, who

won medals in all India Inter-University judo tournament (2006), in their

respective weight categories; the judokas who lost in any round of

championship; and judo championship. The main objective of the investigation

were to study and compare the three groups of judokas viz., 30 Medal winners

and 30 losers, in All India Inter-University, and 30 Inter-college losers of

Himachal Pradesh University, with respect to their aggression. The test

developed by Pal and Naqvi was used to measure the aggression level of judokas.

For the purpose of analyses of data, statically technique of ‘analyses of variance’

and ‘t’ test was used. The results of this study indicate that the losers at inter-

college level, or at initial stage, are more aggressive than the medal winners and

losers in ALL India Inter-University judo tournament.

Mahesh Kumar (2006) the study was conducted during the year 2002-

03 at L.N.I.P.E., Gwalior (M.P). In the present study multistage stratified sampling

technique and sample random sampling technique were used. 200 sample of

sports –persons of Haryana state. who participated at national and inter-

university level tournaments in different contact games like Boxing, Judo,

Wrestling and Kabaddi were selected to collect the data out of total 200 sample

persons 100 players were of male and 100 female players. Aggression

Questionnaire (Pati, 1976) has been used for measuring aggressive behaviour.

Keeping in view the objective as well as design of the study, the statistical

technique of mean, standard deviation and two way were analysis of variance

were used to analyse the data. It was found that overall male sportsperson were

more aggressive as compared to female sportspersons.

Kumar Mahesh and Vikram Singh (2010) the present study was

conducted to assess the level of aggressiveness among the Indian sports persons

from different contact, semi-contact, and non contact sports. The study

concluded that as body contact during the game increases the aggression level of

players also increases. Contact games players were found more aggressive as

compared to semi contact and non contact game players.

Amarjit Kaur (2010) Aggression directly affects the sportsman’s

performance. Aggression is as old as human race. Most psychologists describe

aggression in terms of behaviour. Aggression behaviour is obvious in sports and

physical activities. Not at all aggressive sport behaviour is violent. Aggression

has many meanings in sports. Certain sports contexts do encourage aggression.

Questionnaire method was used to assess aggression. Players were related

during the inter-college level tournaments held in the session 2008-09 for this

study 45 female players and 45 non-players were selected from the events of

hockey, volleyball and handball, and non—players were selected from the M.Sc.,

M.C.A., M.Com., classes. The players included in the present study were selected

from the colleges of Punjabi University, Patiala. There were two groups, one was

female players group and another wais female non-players group. Female

aggression has a negative effect on women. In the present study it was

hypothesized that there was no significant difference between female players

and non-players to their aggression.

Ibrahim A. Gazar et. al. (2010) the research aims to study the

relationship between sport aggression and years of practice to Egyptian

wrestlers, identify the relationship between sport aggression and chronological

age for wrestlers to identify the differences between Egyptian wrestlers

(male/female) in sport aggression, and also to determine the relationship

between sport aggression and ranking of Egyptian wrestlers (46 Greo roman

male and 22 free style female) and applied the sport aggression measurement to

collect data. The most important results was that there are positive correlation

coefficient between the number of years of practice and sport aggression for

male wrestlers, also there are statistical significant difference between ranking

of advanced wrestlers and ranking of less advanced wrestlers in sport aggression

for wrestlers of less advanced. One of the main recommendations of the research

is the need to focus the psychological preparation for both male and female

Egyptian wrestlers. As well as the need for a sport psychologist with national

teams.

Lalit Mohan Tiwari (2011) the purpose of the study was to “compare

the degree of aggression between university level throwers and jumpers”. The

study was conducted on 15 university level male jumpers and 15 male throwers

raning from 17 to 24 years. The subjects were selected from Punjabi University

Patiala and national institute of sports Patiala Punjab. The sports aggression

inventory questionnaire of aggression by Anand kumar/ Prem Shanker Shukla

was distributed to the 30 male jumpers & throwers. It was hypothesized that

there would be a significant a difference between the jumpers and throwers on

the degree of aggression. The ‘t’ test was employed to compare the degree of

aggression between jumper and throwers. Findings: To analyze the score ‘t’ test

was employed; the level of significance for testing the hypotheses was set at 0.05

level of confidence. The mean of the score of thrower was 14.73 and jumper was

10.06. The calculated ‘t’ – value was 3.85 which showed significant difference

between the aggression levels of university level Jumpers and throwers

(t=3.85>t=2.04). the aggression level of throwers was found to be higher than

the jumpers. The ‘t’-value required to be significant for 28 degree of freedom was

2.04 at 0.05 level of confidence.

Jaskaran Singh Sindhu, Karanjit Singh and Charanjit Singh (2011)

The purpose of the present study was to investigate and compare the anxiety and

aggression level among the university level male and female athletes. A total 60

athletes (30 males and 30 females) were randomly selected from the various

colleges affiliated to different universities of Punjab. Aggression was measured

by using the AGG questionnaire constructed by Dr. G.L.Pati (1976). Anxiety

among the subjects was measured by using the sport competitions Anxiety test

(SCAT) constructed by Rainer Martens (1990). The results revealed that the male

athletes had significantly greater aggression (p<0.05) as compared to the female

athletes. The female athletes were found have significantly higher anxiety level

(p<0.01) when compared to male athletes. In conclusion, the male athletes were

more aggressive whereas female athletes were more anxious.

Dr. Jitender Singh Yadav et.al (2011) this exploratory study

investigated the comparison of aggression level of players of team games and

individual sports of inter-University level. ‘Sports aggression Inventory’

developed by Anand Kumar and Prem Shankar Shukla was selected as criterion

measure. The total sample of the study was “110 players of inter-university level.

Subject were of individual sports, ten each from Badminton Judo and

Gymnastics; seven Swimming while three from 100mts, 200mts, 400mts,

800mts, shut put and long jump. “55” subjects were of team games, twelve each

from basketball and volleyball; fifteen from hockey and sixteen from football.

The data was analyzed by using t-test.

RANBIR SINGH, BODHRAJ (2011) the purpose of the present study was

to find out comparative analysis of aggression and aspiration level between

hockey and football players. The study has been conducted on 50 football and 50

hockey players. To measures the aggression of players researcher used

“aggression questionnaire” constructed by G.C. Pati and for level of aspiration Dr.

Mahesh Bhrgav’s level of aspiration test was used. After collection of Data

researcher analysed it through statistically by using mean. S.D., S.Ed and t-ratio.

From the results, it was found significant difference in aggression of Hockey and

football players and on the other hand level of aspiration has measured in three

different scores i.e. Goal Discrepancy score (GDS), Attainment Discrepancy Score

(ADS) and Number Of Time Goal Reach Score (NTRS). There was found non-

significant difference in level of aspiration with respect to their Goal Discrepancy

Score (ADS) and found significant difference in number Of Time Goal Score

(NTRS) of hockey and football players.

EMOTIONAL INTELLIGENCE

Emotions are expressed via verbal and nonverbal channels of

communication. The verbal channel of communication is used more often to

establish the logical connections between facts and events. The nonverbal

channels of communication are used to convey affective message and to regulate

interpersonal ex-changes. The channels of nonverbal communication that

transmit emotional messages are facial expression. Paralanguage (nonverbal

aspects of voice and temporal characteristics of speech), and kinesics (gesture,

posture, movement of the body) and proximal (physical distance during face to

face interaction) behaviours. Happiness is a positive emotion which is most

conveniently recognized and frequently expressed during a social interaction.

The experience of happiness may stem from different sources, such as relief from

pain, anticipation of a positive outcome of an event, an event that either

enhances self-concept or allows social approval, and physical pleasure.

Cost and McCrae (1992) found that emotional intelligence significantly

predicted grade point average at the end of the year (4=.32, P<.01). Further it

was highly positively related to openness to experience a trait, a trait from NEO

personality inventory.

Schutte et al (1998) observed that emotional intelligence was negatively

and significantly correlated with pessimism (r = - .43), depression (r = - .37),

impulsivity (r = - .39), but positively correlated with greater clarity of feelings (r

= .52) and greater attention of feelings (r = .63).

Thingujam and Ram (1999) reported that emotional intelligence was

correlated with trait anxiety, coping with stream, and belief in social relations

yielding significant r = .36, .50 and .27 respectively.

Weise, Suckoul and Cropan Zano (1999) this is surprising because (a)

emotions are an important part of organizational life, characterizing and

informing organizational processes as well as acting as communication systems

that help individuals navigate through the basic problems that in social relations.

Thingujam and Ram (2000) found that female seemed significantly

higher than males on emotional intelligence.

Mansi (2002) attempted to study the relationship between emotional

intelligence and decision making among Indian managers. The findings indicated

that not only academic qualifications of manager were important but has

emotional intelligence basin also a factor in decision making.

Warwar (2003) studied the extent to which intensity of expressed

emotional arousal plus depth of experiencing could be pressed emotional arousal

for early to mid-therapy was a significant predictor (BDI) and the global severity

Index (GSI), and that late-therapy depth of experiencing significantly improved

this prediction. Warwar concluded that this indicates the importance of combing

emotional arousal with reflection on aroused emotion, in order to make sense of

it.

Samuel J. Zizzi, Heather R. Deaner, et. al. (2003) explored relationship

between emotional intelligence and athletic performance in a sample of 61

Division 1 baseball players (aged 18-23). Of the Ss, 40 were classified as hitters

(66%) and 21 were classified as pitchers (34%). Ss. completed an informed

consent from and the emotional intelligence scale. Performance data were

obtained through the conference’s website, which has links to each team’s

performance statistics. Research in sports psychology has supported the

relationship between psychological skill and athletic performance. The data

suggest that components of emotional intelligence appear to be moderately

related to pitching performance, but not related to hitting performance. These

results support the previous research of R. Smith et.al. (1995) with baseball

players where coping skill were also related more strongly to pitching

performance compared to hitting performance. Additionally, the results partially

support P. Totterdell’s (2000) study where subjective emotional states were

related to cricket performance.

Segerstrom and Miller (2004) in other words, classifying emotions into

the broad classifications of positive and negative may not be sensitive enough

taxonomy for detecting such relationships. This suggest that specific emotions

and cognitive appraises that are otherwise obscured by broad dimensions (e.g.

Affective balance) may play an important role. Alternatively, other potential

global dimensions of emotion such as level of emotional arousal (calm v/s

excited) and motivational action tendencies (approach v/s withdrawal) may

prove to be significant predictors of cortical and immunity.

L. Tiken, K. Kosana Meitei, A.K. Joy, T. Inaobi (2004) it appears that

enough literature is not available regarding the emotional and social adjustment

of individual participating in body contact sports and team sports. The

investigator has failed to ascertain objectively the existing differences in

emotional and social adjustment among in athletes participating in team and

individual body contact sports. The investigator used Bell’s adjustment scale

(1961). The study was conducted on 100 boys who understand in SAI (NERC)

Imphal, inmates from 7 disciplines at 7 centres. Games i.e. football, Hockey and

sepak takes fifty another fifty athletes participated in individual body contact

sports i.e. tae-kwondo, Judo, Boxing and Karate and were randomly selected and

used as subjects in this study. To find out the differentiating value social and

emotional the mean, standard deviation and standard error were calculated. The

significant difference between the mean in social adjustments of individual body

contact sports and team sports.

Jolly Roy (2006) Finding are reported of an evaluation of emotion

intensity distribution, on a category ratio scale (CR-10), from six elite athletes

(M=21,SD=1.4). Intensity Distribution Scores were obtained using Hanin’s

Individual Zone of optimal Functioning and Modified Borg’s CR-10 scale. It was

found that the CR-10 ratio scale was effective to quantify a wide range of

emotion intensities. Inter-individual distribution reflected variations

complimenting respective emotion categories. Applied implications focus on

emotion regulation

Greenberg, Aurra and Hertmann (2007) did not find a significant

relationship between frequency of higher level of expressed emotional arousal

and outcome variable in their intensive of the whole course of treatment of four

good outcome clients. The authors measured both aroused emotional

intelligence expression and productivity of the expressed emotional expression

and productivity of the expressed emotion and concluded that productivity of

aroused emotional expression was more important to therapeutic outcome.

Rajendran, Downey Stough (2007) a study was made by Rajendran,

Downey & Stough of Swinburne University, Australia on “assessing emotional

intelligence in the Indian workplace: a preliminary reliability study” published in

electronic journal of applied Psychology. In the study they have concluded that

the concept of Emotional Intelligence (EI) has recently attracted a great amount

of interest from HR practitioners and academics alike. Whilst the majority of

research in this area has been concluded in western countries, recent studies

have begun to assess the generalisability and validity of the EI concept in cross-

cultural settings. The purpose of the study was to assess the reliability of the

workplace version of the Swinburne University Emotional Intelligence Test

(workplace SUEIT) in an Indian population. The workplace SUEIT demonstrated

adequate reliability in the sample of participants in India, although the mean

scores for the sub-scales were significantly lower than in the Australian

normative population. The results are discussed in the context that EI tests need

to undergo cross-cultural examination to assess their validity and cultural

relevance. Researchers using Indian workplace sample are need to evaluate the

predictive of tests of EI in the Indian context.

Seher BALCI & KM Engin (2008) conducted “A Comparison of scouts”

emotional intelligence levels with regards to age and gender variables: A Cross-

Culture Study)”. The aim of this study was to investigate whether or not there

differences between the emotional levels of Turkish scouts and scouts from

other countries (England, Portugal, America, Holland, Norway and Ireland) with

regards of the age and the gender variables. The participants were 215 scouts

who attended who attended to an international scout camp in England. 90 of the

participants were Turkish and 125 were from other countries. The age range of

the scout was 11 – 20. Results demonstrated that Turkish Scouts emotional

intelligence levels were significantly higher than the other countries scouts

(p<0.001).

Sonia Kanwar & Rajinder Bishnoi (2008) the purpose of the study was

to analyze the mental health between champion and non champion, and male

and female judokas. To achieve the objective of the study, 280 judokas were

randomly selected as subjects, from the inter-college competitions of the

northern was administered for the collection of data. The six area of mental

health covered by the battery are emotional stability, over all adjustment,

autonomy, security-insecurity, self concept, and intelligence. The analysis of the

data shows that there were significantly differences between champion and non

champion judoka on the variable emotional stability, adjustment, and overall

mental health. The champions were found to be better than non- champions on

the indices of mental health. The male judokas also differed significantly from

their female counterparts on the variable emotional stability. The male players

were found to be more emotionally stable. However, the interaction effect was

not found to be significant on the variables of mental health. Surprise is an

emotion of a very short duration with a positive or a negative emotional tone. We

are surprised at events that are not expected to occur. The surprise emotion

becomes positively valence if the unexpected event brings delight (for example,

seeing an old friend after a long time. The pervasiveness of the term also creates

a difficulty in defining it. For instance, the categories happiness, sadness, fear,

anger, surprise, and disgust are accepted by all as emotions but opinions differ

on such categories as sex and aggression. To include these letter categories in the

term, theorists sometimes use a more pervasive term, viz., motivation. Abnormal

emotional reactions, e.g. anxiety, depression, and guilt, pose a different problem.

Opinions differ in considering them as variants of natural emotion. Difficulties in

defining emotion also arise due to the changes it produces in the organism, such

as changes in the physiological system (body) and in the psychological state

(mind). For many years, psychologists were engaged in examining the temporal

sequence of these changes (in mind and body) that accompany an emotion. To

reduce the conceptual complexity, it is important that we discuss the theoretical

perspectives and behavioural components associated with emotion. Research on

emotion has given rise to four major theoretical perspectives, namely, (a)

cognitive perspective, that puts emphasis on cognition of environmental cue and

physiological arousal, (b) evolutionary perspective, that stresses adaptation

functions, (c) behavioural perspective, that emphasizes conditioned response,

and (d) psycho-dynamic perspective, that highlights the role of unconsciousness

in emotion regulation. The cognitive perspective was developed on the basis of

the notion that an understanding of an emotional state is contingent upon the

cognition of an external (environmental) or an internal (physiological) cue. An

empirical support for this notion has been available from the classic study of

Schachter and Singer (1962. In this study, the subjects were injected

epinephrine, a petrochemical substance that produces an autonomic arousal. The

revival of the Jameson model of emotion has been brought about by a number of

theorists, for example, There are multiple mechanisms, namely, cortical,

subcritical, autonomic, and hormonal, controlling the experience and expression

of emotion. Likewise, there are various study areas, e.g. neurophysiology,

neurochemistry, and neuropsychology, examining the emotional behaviour in

human and non-human primates. The focus of neuron-physiology is to explicate

the role of the nervous system, peripheral and central, in the regulation of

emotion. Neurochemistry deals with the chemical agents altering the nervous

system function. The subject studies the process and regulation of metabolic

activity and the changes in neurotransmitters and hormones during the

emotional reaction. Neuropsychological studies are conducted to ascertain the

role of the cerebral hemispheres and lobes in the mediation of emotional

functions. Since a separate discussion (Laterality and Emotion,) exclusively deals

with this issue, emphasis in this chapter will be on the neurophysiologic and

petrochemical factors influencing emotion. Different emotions produce

characteristic bodily changes. These changes occur either at the physiological or

at the overt behavioural level. The physiological changes are measured by three

methods, in general. In one, the changes in emotional response following a lesion

/task. For example, an electro dermal response may vary as a function of such

factors as affect valence, affect intensity, sex and basal sweat gland activity. The

interacting effects of these factors may prevent one from making an accurate

inference.

Dr. Nivedita Gupta (2009) conducted a study on emotional intelligence.

The study was an experimental type of study, undertaken with the objectives to

find out the effects of specifically designed mental simulation training

programme on the variable emotional intelligence as well as on the selected

three basketball players who had been classified into experiment and control

groups for the purpose of this study the sample consisted of a total numbers of

100 boys and girls in the age group of 15 to 19 years studying in 9th to 12th

grades of senior secondary schools at Dehradun in the state of uttarakhand. The

sample was divided into two parallel groups, i.e. experimental and control

groups. The experimental group comprised 50 boys and girls who were

subjected to the mental simulation training and control groups comprised 50

those basketballs playing boys and girls who were not be subjected to any

mental simulation training , but had continued with their routine training and

practice schedule. For finding out the level of emotional intelligence the seven

fold emotional intelligence scale constructed by Khera, Ahaja and Sarbjeet

(2002) was used. Results of one way ANOVA regarding pre-test male and female

groups and post-test male and female groups within the experiment group on

the variables emotional intelligence. The mean and SD were 178.76 and 10.59,

for pre-test female group these were 177.40 and 15.43, for the group test post

test female group value were 202.00 and 19.127. This difference has also been

found to be significant (p<0.01). Mean difference between post-test male and

post-test female group was 1.80 which was not significant.

David Crombie, et. al. (2009) the relationship between team emotional

intelligence (team EI) of six cricket teams and their sports performance in a

South African national cricket competition over two consecutive seasons was

investigated. Team EI was based on cricketers measured prior to the start of

competition in each season using the MSCET ability test and averaged over all

games for that season. This was correlated with a team sports performance

measure, the final log points standing for the team at the end of a competition.

The results showed that team EI was positively associated with the sports

performance of the cricket teams. Further, team EI was shown to be a significant

predictor of sports performance, with 61% of the variation in the log points

explained. This finding suggests EI may contribute to the success of teams

participating in complex sports like cricket.

Andrew M. Lane, Barbara B. Meyer, Tracey J. Devonport, Kevin A.

Davies, Richard Thelwell, Gobinder S. Gill, Caren D.P. Diehl, Mat Wilson and

Neil Weston (2009) above researchers of Universities of UK conducted a study

on validity of the emotional intelligence scale for use in sports. This study

investigated the factorial validity of the 33-items self rated emotional

intelligence scale (EIS: scuttle et.al. 1998) for use with athletes. In stage 1,

content validity of the EIS was assessed by a panel of experts (n = 9). Items were

evaluated in terms of whether they assessed EI related to oneself and EI focused

on others. Content validity further examined items in terms of awareness

regulation, and utilization of emotions. Content validity results indicated items

describe 6-factors: appraisal of own emotions, regulations of own emotions,

utilization of own emotions, optimism, social skills, and appraisal of others

emotions. Results highlighted 13-items which make no others emotions. Results

highlighted 13-items which make no direct reference to emotional experiences,

and therefore, it is questionable whether such items should be retained. Stage 2

tested two competing models: a single factor model, which is the typical way

researchers use the EIS and the five–factor model (optimism was described as it

become a single-items scale following stage 1) identified in stage 1. Confirmatory

factor analysis (CFA) results on EIS data from 1681 athletes demonstrated

unacceptable fit indices for the 33-items single factor model and acceptable fit

indices for the 6-factor model. Data were re-analyzed after removing the 13-

items lacking emotional content and CFA results indicate partial support for

single factor model, and further support for a five – factor model (optimism was

discarded as a factor during items removal). Despite encouraging results for a

reduced item version of the EIS, they suggest further validation work is needed.

Anupama Shrivastava and Anjana Mukhopadyay (2009) A study was

conducted by these researchers of Banaras Hindu University Published in journal

of the Indian Academy of Applied Psychology, January 2009, Vol.35, No.1, 99-105

under the topic “Alienation and Emotional Intelligence of Adolescents with

Internalising Symptoms”. The study has assessed the level of alienation and

emotional intelligence of emotional adolescents with Internalizing symptoms.

Multi-dimensional Assessment of personality (form-t) test was used as screening

tool in the first phase. Total 510 adolescents in the age group of 14-18 years

studying in various schools of Varanasi were screened for internalizing

symptoms. Those who scored above the cut – off point were identified as the

“affected group” having internalizing symptoms showing more than 6 symptoms,

the sample showing 4-5 symptoms as “moderate group”, sample showing 1-2

symptoms as “mild group” and adolescents without internalizing symptoms

were identified as “normal group”. Students Alienation scale and Mangal

emotional intelligence Inventory were than administered on all the four groups

each having 15 subjects for the final study. The result obtained revealed that the

affected group is significantly alienated and emotionally immature in awareness

and management compared to their comparative normal group.

a) Emotions have different aspects or components, viz., neuron-

physiological expressive, and experiential;

b) An artificially –induced physiological arousal does not allow one to

experience emotion, and Bhatia (1954) and Lehman (1959) reported that

rural subjects scored lower than urban subjects in intelligence.

c) Emotions are discrete in nature, and the qualitatively different emotions

have unique motivational properties;

d) The transmission of sympathetic arousal is much slower than the process

of experiencing emotion.

Shobha Nandwana and Kushagra Joshi (2010) A study was conducted

by Shobha Nandwana and Kushagra joshi Department of human Development and

Family Studies, College of Home Science, Maharanaa Partap University of

Agriculture and Technology, Udaipur on the topic “Assessment of Emotional

Intelligence of Tribal Adolescents of Udaipur”. The study was conducted on 60

tribal adolescents (30 boys and 30 girls) of 16 – 18 years studying in senior

secondary school of purposively selected “Tidi” village of Udaipur. The level of

emotional intelligence of the tribal adolescents was assessed by administering a

standardized emotional intelligence inventory – MEII (2004) by S.K.Mangal and

Shubhra Mangal. Percentages were calculated to draw inferences and t – test was

applied to assess the impact of gender on emotional intelligence of tribal

adolescents. From the results of the present study, it could be concluded that the

more emotionally intelligence an adolescent is, more easily he bears the

turmoil’s and pressures of this age group. The socio cultural, economic and

educational variables of tribal population operate as a limiting factor for

adolescents to be emotionally intelligent. Thus, to bring this culturally and

socially isolated population into the mainstream which is a need for national

integration their emotional intelligence needs to be enhanced.

Madhavi S. Waddar and Vijayalaxmi A. Aminabhavi (2010) the

present study aimed at investigating whether PG student staying at home and

hostel do difference significantly from each other in some of the important

personality variables such as self-efficacy and emotional intelligence? The study

was conducted on a sample of 200 PG students, out of which 100 students

staying at home and 100 PG students staying at hostel. Both groups (consisting of

50 female and 50 male students) are selected from different department of

Karanatak University Dhawad. General self-efficacy scale by Brackett and Rivers

were used to collect the data. The data were analyzed and the results revealed

that PG students staying at home have significantly higher self-efficacy and over

all emotional intelligence compared to hostilities. An incidental analysis also

revealed that demographic variables such as age, gender, order of birth, and

caste have significantly contributed to the self-efficacy and emotional

intelligence of PG students staying at home and hostel.

Andrew M. Lane, Tracey J. Devonport, et. al. (2010) this study

investigated relationship between self-reports measures of emotional

intelligence and memories of pre-competitive emotion before optimal and

dysfunctional athletic performance. Participant-athletes (n = 284 completed a

self-report measure of emotional intelligence and two measures of pre-

competitive emotions; a) emotions experienced before an optimal performance,

and b) emotions experienced before a dysfunctional performance, Consistent

with theoretical predictions, reported MANOVA results demonstrated pleasant

emotions associated with optimal performance and unpleasant emotions

associated with dysfunctional performance. Emotional intelligence correlated

with pleasant emotions in both performances with individuals reporting low

scores on the self-report emotional intelligence scale appearing to experience

intense unpleasant emotions before dysfunctional performance. We suggest that

future research should investigate relationships between emotional intelligence

and emotion-regulation strategies used by athletes.

Mallika Dasgupta (2010) emotional intelligence is considered to be a

very powerful tool to an employee to manage relationship and achieve success at

work. The study explored its relation to some of the important psychological

variables in order to assess what exactly makes this component so useful indeed.

The psychosocial variables included in the study were quality of work in life,

work-family role conflict and perceived happiness of female I T professionals.

The variables were assessed through the following questionnaire – (i) A measure

of emotional Intelligence, developed by Schutte et. al. 1997, (ii) Quality of life

Scale and family – work Conflict Scale developed by Dasgupta and Pal , (iii) work-

family conflict scale and family – work conflict scale developed by Netemeyer et.

al. 1996 and (iv) Subjective Happiness scale developed by Lyubomirsky and

Leeper, 1997. Purposive sampling was used in the study and correlation design

was followed. The sample consisted of 30 female I T professionals of Kolkata. The

findings were encouraged as emotional intelligence had been found to bear

significant relationships with all others variables. It was positively correlated

with quality of work – life and Happiness, indicating that it contributes toward

achieving higher quality of work – life and greater perceived Happiness and was

negatively correlated with both the domain of work – family role conflict,

indicating that emotional intelligence tones down the perception of role conflict,

and there by reduced the stress produced by it. The implication of the study is

far-reaching, as it suggests +an important tool to HR professionals to developing

to deal with some of the very important variables like stress discontentment,

quality of work life and work-family life balance. It may be assumed with fair

amount of certainty that developing individual and group emotional intelligence

among employees through training would prove to be much less expensive than

dealing with all these problems in isolation.

Teresa Fonseca (2011) the physical capabilities and tactics of basketball

players are, currently very similar, and besides their psychological skills, also

their emotional state is crucial to the respective performance. Indeed, the sport

practice emotional state and in the heat of competition can favour both the

players or hurt them, since they may prescribe the expertise of their sports

practices. In this context, we carried out a study with a sample of 32 young

female studying the perceived emotional intelligence (PEI) in their three

dimensions (attention to emotions, clarity of feelings and repair of emotional

state). The PEI was assessed with the trait Meta-Mood scale (TMMS-24; salovey

statistically significant in women’s team in all aspect of the PEI, but in men’s

team.

Baljinder Singh Bal, Kanwalijeet Singh, et, al. (2011) the purpose of

this study was to determine if there are cognitive psychological factore used in

competition and training which differentiate athletes participating in an open

and closed skill sport. In addition, factors discriminating successful participants

in the sport of football and the closed skill sport of gymnastics were identified. A

total of 40 inter-varsity athletes (n=20; footballers) from open-skill and (n=20;

gymnasts) from closed-skill sports completed the emotional intelligence

questionnaire (EIQ 16). The EIQ 16 measures 16 emotional competencies

covering the ability to accurately perceive emotions in one-self and others. Use

emotions to facilitate thinking, understand emotional meanings, and manage

emotions. Student’s t-test for independent data was used to assess the between

group differences. The level of p<0.05 was considered significant. The results

revealed significant difference in self-analysis (p= 0.0004), analysis of others

(p=0.0137), self-expression (p = 0.0274), thinking (p = 0.0189), judgment (p =

0.0010), problem solving 9p = 0.0562) and others (p = 0.0490), (p < 0.05) among

open-skill and closed-skill athletes. Results further indicated no significant

difference in the in-discrimination (p = 0.17890), sensitivity (p = 0.0761),

symptoms (p = 0.2617), outcomes (p = 0.0770) and monitoring (p = 0.02258) (p

> 0.05). in conclusion, emotional intelligence is an important construct in the

sports domain (Meyer and Fletcher, 2007). Accordingly, interest in emotional

intelligence has increased specifically in the realm of athletics (Zizi et. el., 2003).

Proponents have claimed that emotional intelligence can enhance leadership

performance, team cohesion, and coping with pressure.

Kurt , Darryn Lifson, Tim Noakes (2012) numerous article have been

published regarding the link between emotional intelligence (EI) and leadership

in the business domains [ 1-4]. Yet there is a paucity of research in the domain of

EI and leadership in sport. The purpose of this study was to investigate if there

was a similarity between the EI of elite business executives and elite sports team

coaches. A further aim was to investigate it EI can be used as a measure to

differentiate between an elite and average group of leaders in the sports and

business environments. We approached this study by selecting a self-report

measure of EI, (The Trait emotional intelligence questionnaire) and a sample

group of thirty eight (38) candidates consisting of elite coaches, elite executives,

and average executives. The sample group completed the questionnaire

anonymously allowing the quantitative data to be gathered and analysed.

Examination revealed that there is a similarity between the EI of elite coaches

and executives, and between elite and average executives. Minor differences

were noted between the elite average coaches. The results indicate that are

transparencies between the two environments and that the sports team leaders

are similar to business leaders. However, caution needs to be taken when

determining if EI can used as an indicator to differentiate between elite and

average leaders.

OVERVIEW

Review of related studies implies locating, reporting and evaluation

reports of research as well as report of casual observations and opinions that are

related to the individual planned research project. It gives an understanding of

previous work that has been done. It enables him to know the means to the

frontier in the field of a problem. Until we have learnt what others have done and

what still remains to be done in one area, we cannot be move forward. The

review provides us with an opportunity of gaining insight into the methods,

measures, subjects and approaches employed by other research workers. The

review of related studies in any filed from the foundation upon which all future

work will be built.

Investigator has also attempted to study the anxiety, aggression and

emotional intelligence among the team and individual sports men representing

Himachal Pradesh University Shimla. Some study revealed that overall anxiety,

aggression and emotional intelligence level was directly proportional to the level

of coaching and performance. Another study reported that anxiety, aggression

and emotional intelligence were correlated with depersonalization component of

sports psychology. Great deal of research has shown that there is a close

association between anxiety, aggression and emotional intelligence with

coaching and performance. A perusal of literature makes it amply clear that role

of anxiety, aggression and emotional intelligence among team and individual

events has not been adequately investigated in the Indian setting. Even western

research the area considered have single variable. In India very few studies has

been conducted by the researcher on the variables of anxiety, aggression and

emotional intelligence among team and individual events. But in Himachal

Pradesh at inter-university there not been the study of such kind on the

variables. The present study can be seen as integrated in the light of the available

evidence.

Although previous studies paid have less attention to investigate the role


events. This component has been widely observed like authors/authorities

Elizur and Beck (1994).Devires and Steven (1999) Dr. Nivedita Gupta

(2009) etc.

Anxieties, aggressive and emotional intelligence in sports have been

investigated by many scholars from different fields of behavioural science.

Keeping in view the determining role of anxieties, aggressive and emotional

behaviour in competitive performance, the investigator decided to undertake

this study at the inter-university level team events and individual events. The

investigator is of the opinion that such a study would not only reveal the

phenomenon of anxiety, aggression and emotional Intelligence, but also enable

us to make overall assessments of inter-university level team and individual

events with respect to variables like anxieties, aggressive and emotional.

CHAPTER 3

PROCEDURE AND METHODOLOGY

This study has been under taken to assess and evaluate Anxiety,

Aggression and Emotional intelligence among the male players belonging to

team and individual sports events. For this purpose, the procedure adopted for

selection of subjects, Selection of variables, selection of test, description of tests,

administration of questionnaire, collection of data, method of scoring and

“statistical design utilized has been described in this chapter.

3.1 SAMPLING

The samples for the present study included all male sportsmen who were

selected to represent the Himachal Pradesh University Shimla in inter-university

level tournaments in randomly various selected team and individual sports

events.

For this purpose first of all two groups were selected.

1). Team events

2). Individual events.

Total Samples=86

↓

Team events (Male) Individual events (Male)

↓ ↓

43 43

3.2 DATA OF THE TEAM AND INDIVIDUAL EVENTS

The data were collected by the researcher himself with the help of

coaches related to the games and camps. The data were collected from the

various camps of team and individual sports events representing Himachal

Pradesh University, session 2010-11.Fourty three (43) subjects from team and

forty three (43) subjects from individual sports events were selected as subjects

for the data. Questionnaires were distributed among them and they filled it. Data

were collected carefully and honestly. There was no time bound to fill up the

questionnaire. List of the events and camps are as follows:

3.1: Table of the Team Events

Sr.

No.

Name of games Place of the camps Dated Subjects

1 Kabaddi P.G.C.Bilaspur 27-12-10 12

2 Cricket M.L.S.N.C.S/Nager 4/12/2010 16

3 Hockey M.L.S.N.C.S/Nager 22-12-10 15

Total = 43

3.2 : Table of the Individual Events

Sr.

No.

Name of games Place of the camps Dated Subjects

1 Boxing I.G.S.C.Shimla 19-12-10 12

2 Judo P.G.C.Hamirpur 3/12/2010 7

3 Athletics P.G.C.Hamirpur 24-12-10 15

4 Cross country G.C.Nalagarh 18-12-10 9

Total= 43

3.3 SELECTION OF VARIABLES

Three psychological variables and four sub variables has been selected as

variables for the present study. The variables are as follows:

1. Anxiety

2. Aggression

3. Emotional intelligence

a). Intra personal awareness (own emotions)

b). Intra personal awareness (others emotions)

c). Intra personal management (own emotions)

d). Intra personal managements (others emotions)

3.4 TOOLS USED

The following tool was used to investigate the variables selected for the

present study:

1). To measure the anxiety test (SCAT) constructed by the A.K.P.Sinha and

L.N.K.Sinha (1980) was administered.

2). To measure the aggression level the aggression scale constructed by

Roma pal and Tasneem Naqvi (1980) was administered.

3). To measure the emotional intelligence, the emotional intelligence

inventory constructed by Dr.S.K.Mangal and Dr.Subhra Mangal. (1971)

was administered.

3.5 DESCRIPTION OF TEST

Anxiety

To measure anxiety and to achieve the objectives of the study, anxiety test

constructed by A.K.P.Sinha and L.N.K.Sinha was administered. The test consists

90 statements related to the personality of an individual which they answered by

making a HCK mark (x) to the yes and no. It should be emphasized that there is

no right or wrong responses to statements. They are designed to study

individual‘s reactions to different situations.

a. It should be pointed out that each item has to be responded in either

positive or negative terms .i.e. yes or no. No statement should be left out

b. It is undesirable to tell the tester about aim of the test.

c. The instructions printed on the test form, should be made clear by the

administrator to the tester.

d. No time limit is fixed for completing the test. However, usually an

individual takes 15 to 20 minutes in completing the test form.

“Specimen copy of the anxiety questionnaire is given in Appendix”.

i). Reliability

The reliability of the anxiety test (SCAT) was found 0.92.

ii). Validity

The coefficient of validity was determined by computing the coefficient

between score on comprehensive anxiety test and on Taylor’s manifest anxiety

scale. It was .62, which is significant beyond .001 level of confidence.

3.6 METHOD OF SCORING

The procedure for scoring anxiety test was as follows:-

Scoring was done according to key in the respective manual of the tool.

The individual score of subject the statements were totalled to arrive at the score

of subjects. The subjects were already classified earlier.

The data of the both groups were gathered according to the game.

Scoring

For each item one of two was possible:

i). Yes

ii). No

All items were scored accordingly to the following key by hand accurately.

For any response indicated as ‘yes’, the tested should be awarded the

score of one and zero for ‘no’. The sum of the entire positive, (yes) response

would be the total anxiety score of the individual.

i). Yes – 1

ii). No – 0

3.7 CLASSIFICATION AND INTERPRETATION OF SCORES

All the score were totalled individually of all the subjects. The individual

score was classified according to the range of score as follow:

3.3 : Table of the Classification and Interpretation of Scores

Sr. No. Scores Interpretation

1 69-42-35-30 Extremely high anxiety

2 28-29 High anxiety

3 23-20-17 Normal anxiety level

4 15-14 Low anxiety

5 12-8-3 Extremely low anxiety

3.8 DESCRIPTION OF TEST

AGGRESSION

To measure aggression to achieve the objective of the present study,

aggression scale constructed by Roma Pal and Tasneem Naqavi (1980) was

administered. The test consist 30 statements related to the personality of an

individual which they answered by marking a HCK mark (√) corresponding to

the ‘very much’, ‘much’, ‘ordinary’, ‘less’, ‘very less’, and not at all. Thus, each item

had five alternate answers graded on five point scale on the positive dimension

and a zero point on the negative dimension. All the statements of this scale were

matter of behaviour in daily life. All the items were scored to yield aggression

measure. “Specimen copy of the aggression questionnaire is given in Appendix”.

i). Reliability

The reliability of the aggression scale was found .78.

ii). The validity

The validity of the aggression scale was developed by Roma pal and

Tasneem Naqavi (1980). The validity coefficient was also found .78.


The procedure for scoring aggression scale was as follow:

Scoring was done according to the key in the respective manual of the

tool. The individual score of all the statements were totalled to arrive at the score

subjects. The subjects were classified in to the groups which were already

classified earlier.

The data of both groups were gathered according to the game.

The procedure for scoring aggression scale was as follow:

For each item one of six responses was possible:

i). Very much

ii). Much

iii). Ordinary

iv). Less

v). Very less

vi). Not at all

All the items were scored accordingly to the following key:

5 = very much

4 = much

3 = ordinary

2 = less

1 = very less

0 = Not at all

The range of scores of aggression scale varies in between 0 to 150.

3.10 INTERPRETATIONS OF SCORES AND CLASSIFICATION

All the scores were totalled individually of all the subjects. The

individually score was classified according to the range of scores as follow:

3.4: Table of the Scores and Classification

Sr. No Range of scores Interpretation

1. 107 and above The saturated

2. 90 -106 The high

3. 61 – 89 The average

4. 46 – 60 The low

5. 45 and below The clean

3.11 DESCRIPTION OF THE TEST

Emotional Intelligence Inventory

To achieve the objectives of the present study the Mangal emotional

intelligence inventory constructed by Dr. Shubhra Mangal and Dr.S.K. Mangal

was used. Emotional intelligence inventory has been designed for measurement

of emotional intelligence (total as well as separately) in respect of four areas

intra-personal awareness (knowing one’s own emotions), inter-personal

awareness (knowing about other’s emotion), intra-personal management

(managing one’s own emotions), inter-personal management (managing other’s

emotion’s) respectively.

i). Reliability

The reliability of the Mangal emotional intelligence inventory was found 0.92.

ii). Validity

The validity of the Mangal emotional intelligence inventory developed by

Dr.S.K.Mangal and Dr. Shubhra Mangal has been established by adopting two

different approaches namely factorial and criterion related approach.

3.12 FACTORIAL APPROACH

For adopting factorial approach inter-correlations among the four areas

of the inventory were calculated.

The derived correlation matrix is presented in the table:-

3.5: Table of the Correlation Matrix of the four Areas of the Inventory

(N=600-300 males and 300 females)

3.13 CRITERION RELATED APPROACH

The validity coefficients (The product movement correlation coefficients

obtained between total scores on emotional intelligence inventory and

adjustment inventory as well as emotional maturity scale) of trained through

these two measures have been given in the table. 3. 6.

3.6: Table Criterion Related Approach

Adjustment inventory for college students

(N=400)

Validity coefficients

-0.662 Emotional maturity scale (N=400) -0.613


The procedure for scoring emotional intelligence was as follow:-

Scoring was done according to the key in the respective manual of tool.

The individual score of all the statements were totalled to arrive at the two

groups which were given already.

The data of both groups were gathered according to the game.

Intra.P.

Aw.

Own.

Emotion

Inter.P.

Aw.

Other’s

Emotion

Intra.P.

Mang.

Own.

Emotion

Inter.P.Mang.

Other’s Emotion

Intra P.A.Own.E - .716 .501 .437

Inter P.A.Oth.E. .716 - .452 .480

Intra P.M.Own.E. .501 .452 - .476

Inter P.E M.Oth. .437 .480 .476 -

SCORING

The procedure for scoring Mangal emotional intelligence inventory was

as follow:

For each item one of two responses was possible:-

i) Yes

ii) No

All items were scored accordingly to the following Key.

Key

3.7: Table of the Classification of the Scores

Scoring scheme of Emotional intelligence

inventory

Mode of

response

Score

Sr.No. of items (where ‘yes’ response show’s presence of intelligence)

6,18,19,20,23to25,27to29,31,41to44,51to56, 58to68,70,71,73to76,79to82,84,88to90,96,99.

‘Yes’.

No.

1

0

Sr.No. of the items (where ‘no’ response show presence of intelligence)

1to5,7to17,21,22,26,30,32to40,45to50,57,69, 72,77,78,83,85to87,91to95,97,98,100.

‘No’.

Yes

1

0

The range of score of emotional intelligence inventory varies in between 0 to 100.

3.15 INTERPRETATION OF SCORES AND CLASSIFICATION

For a rough estimation and quick interpretation of the emotional

intelligence score earned by an individual student attempts were also made for

providing a fivefold categorization. It was done by dividing the base line of the

normal curve in to five equal units being equal to – table- present the

classification of emotional intelligence with regard to the total score. The mean

and standard deviations of the population upon which these norms are based

already given in the table number 3.8.

3.8 : Table of the Classification of Emotional Intelligence Inventory

in Terms Categorises

3.16 SCORING PROCEDURE

Scoring can be done by hand with the help of stencil. The mode of

response to each of the items of the inventory is in the form of a forced choice i.e.

either yes or no, indicating complete agreement or disagreement with the

proposed statement respectively. In the present emotional intelligence inventory

thus there are item where the response ‘yes’ is indicative of the presence of

emotional intelligence and ‘no’ for lack of emotional intelligence. Similarly there

are items where ‘no’ response provide clue for the presence of emotional

intelligence and ‘yes’ for its absence.

For scoring ‘one’ marks in to be provided for the response indicating

presence of emotional intelligence and ‘zero’ for the absence of emotional

intelligence

CATEGORIES DESCRIPTION RANGE OF SCORES

A Very good 90 and above

B Good 77 to 89

C Average 63 to 76

D Poor 49 to 62

E Very poor 48 and below

3.9: Table of the Classification of Emotional Intelligence Inventory in Terms

of Categories in four Areas

√ The list of the responses to the items indicative of the presence ‘or’

absence of emotional intelligence is provided here in table 3.7.

3.17 ADMINISTRATION

The test was administrated by the research himself with the help of team

coaches’ of the related events. The players selected for the sample were made to

sit in one place where the above mentioned tool was distributed. Students were

guided to fill up the questionnaire as per applicability.

Area Description Range of score

Intra personal awareness Own emotion.

A B C D E

Very good Good Average Poor Very poor

23 , above 20-22 15-19 1014 9,below

Inter personal awareness Other’s emotion.

A B C D E


25, above 20-24 14-19 9-13 8, below

Intra personal management Own management

A B C D E

Very good Good Average Poor Very Poor

25, above 21-24 15-20 11-14 10, below

Inter personal management Other’s emotion

A B C D E


24, above 20-23 15-19 11-14 10, below

3.18 TABULATION OF DATA

After scoring, the data was tabulated for anxiety, aggression and

emotional at intelligence proneness score. The score were obtained by the T-test.

3.19 STATISTICAL TECHNIQUE USED

The investigator has employed ‘t’ test.

1). The data pertaining to Aggression, Anxiety and Emotional intelligence

were analysed for the two groups of sportsmen on the basis of given

respective manual.

2). Significant difference in Aggression, Anxiety and Emotional intelligence

towards physical activity and two groups of sportsmen were determined

through ‘t’ test.

CHAPTER 4

ANALYSIS AND INTERPRETATION OF DATA

The objectives of the present study were to study and compare the level


sportsmen. To achieve this objective, a sample of 86 sportsmen was taken out of

these 43 belongs to team sports and 43 belongs to individual sports.

The data on the selective variables was calculated using appropriate tools

as described in chapter 3. The data thus obtained on the three variables was

tabulated separately for two groups of sportsmen and was analysed in the

manners described below.

4.1 COMPARISON OF SPORTSMEN REPRESENTING UNIVERSITY

IN TEAM AND INDIVIDUAL EVENTS ON DIFFERENT VARIABLES USING FREQUENCY DISTRIBUTION AND

GRAPHS

One of the objectives of the present study was to study the nature of

distributions of scores for sportsmen representing university in team and

individual events on the variables of anxiety, aggression and emotional

intelligence. For this purpose, the use of frequency distributions and graphs was

made which is given as under.

4-1.1 Frequency Distribution for the Scores on Anxiety among Sportsmen representing university in Team Events

The frequency distribution for the scores on Anxiety among sportsmen

representing university in team events is given in table 4.1.

Table 4.1: Frequency Distribution for the Scores on Anxiety among

Sportsmen representing university in Team Events

Class Interval Frequency Percent Cum. Percent

0-4 4 9.3 9.3

5-9 4 9.3 18.6

10-14 4 9.3 27.9

15-19 11 25.6 53.5

20-24 6 14.0 67.4

25-29 6 14.0 81.4

30-34 6 14.0 95.3

35-39 2 4.7 100.0

Total = 43 100.0 100.0

Mean = 19.16 Standard Deviation = 9.68

Kurtosis = -0.75 Skewness = 0.3

Minimum = 2 Maximum = 38

It is evident from table 4.1 that the scores on Anxiety for the sportsmen

representing university in team events are spread over a range of 36, minimum

and maximum being 2 and 38.

The mean and standard deviation for the scores on Anxiety came out to be

19.16 and 9.68 respectively. Further, the Kurtosis and Skewness for the

distribution was -0.75 and 0.3 respectively.

Table 4.1 further reveals that 17 (39.6%) sportsmen fall between the

scores 15 to 24. The rest of the sportsmen are more or less evenly distributed

below and above this range.

On comparing the scores with the norms given in the manual of the test,

the sportsmen representing university in team events can be grouped on the

basis of anxiety as under.

Table 4.2: Classification of Anxiety Scale

Group Level of Anxiety No. of Sportsmen

1 Extremely High Anxiety 8

2 High Anxiety 7

3 Normal Anxiety Level 14

4 Low Anxiety 4

5 Extremely low Anxiety 10

Total 43

Figure 4.1: Bar Diagram for the Scores on Anxiety among Sportsmen

representing university in Team Events

Figure 4.2: Frequency Polygon for the Scores on Anxiety among Sportsmen


4 4 4

11

6 6 6

2

0

2

4

6

8

10

12

0-4 5-9 10-14 15-19 20-24 25-29 30-34 35-39

Fre

qu

en

cy

Scores

0

4 4 4

11

6 6 6

2

00

2

4

6

8

10

12

-05--01 0-4 5-9 10-14 15-19 20-24 25-29 30-34 35-39 40-44

Fre

qu

en

cy

Scores

4-1.2 Frequency Distribution for the Scores on Anxiety among

Sportsmen representing university in Individual Events

The frequency distribution for the scores on Anxiety among sportsmen

representing university in Individual events is given in Table 4.3.

Table 4.3: Table Frequency Distribution for the Scores on Anxiety among


Class Interval Frequency Percent Cum. Percent.

0-4 3 7.0 7.0

5-9 5 11.6 18.6

10-14 4 9.3 27.9

15-19 5 11.6 39.5

20-24 8 18.6 58.1

25-29 4 9.3 67.4

30-34 3 7.0 74.4

35-39 4 9.3 83.7

40-44 3 7.0 90.7

45-49 1 2.3 93.0

50-54 2 4.7 97.7

55-59 0 0 0

60-64 1 2.3 100.0

Total 43 100.0 100.0




It is evident from table 4.3 that the scores on anxiety for the sportsmen

representing university in individual events are spread over a range of 59,

minimum and maximum being 2 and 61.

The mean and standard deviation for the scores on Anxiety came out to

be 24.26 and 14.41 respectively. Further, the Kurtosis and Skewness for the


Table 4.3 further reveals that the scores on anxiety among sportsmen

representing university in individual events are not concentrated over a specific

scores range. Rather the scores are more or less evenly distributed in all the class

intervals.


the sportsmen representing university in individual events can be grouped on

the basis of anxiety as under.

Table 4.4: Classification of Anxiety Scale



2 High Anxiety 5


4 Low Anxiety 2


Total 43

Figure 4.3: Bar Diagram for the Scores on Anxiety among Sportsmen

representing university in Individual Events

Figure 4.4: Frequency Polygon for the Scores on Anxiety among Sportsmen

Participating in Individual Events

3

5

4

5

8

4

3

4

3

1

2

0

1

0

1

2

3

4

5

6

7

8

9

0-4 5-9 10-14 15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64

Fre

qu

en

cy

Scores

0

3

5

4

5

8

4

3

4

3

1

2

0

1

00

1

2

3

4

5

6

7

8

9

Fre

qu

en

cy

Scores

4-1.3 Frequency Distribution for the Scores on Aggression

among Sportsmen representing university in Team Events

The frequency distribution for the scores on Aggression among

sportsmen representing university in team events is given in Table 4.5.

Table 4.5: Frequency Distribution for the Scores on Aggression among



45-49 1 2.3 2.3

50-54 2 4.7 7.0

55-59 4 9.3 16.3

60-64 3 7.0 23.3

65-69 2 4.7 27.9

70-74 11 25.6 53.5

75-79 11 25.6 79.1

80-84 5 11.6 90.7

85-89 3 7.0 97.7

90-94 0 0 0

95-99 1 2.3 100

Total = 43 100.0 100.0




It is evident from the table 4.5 that the scores on Aggression for the

sportsmen representing university in team events are spread over a range of 46,


The mean and standard deviation for the scores on Aggression came out

to be 72.16 and 10.62 respectively. Further, the Kurtosis and Skewness for the







basis of aggression as under.

Table 4.6 Classification of Aggression Scale

Group Level of Aggression No. of Sportsmen

1 The Saturated 0

2 The High 1

3 The Average Level 35

4 The Low 7

5 The Clean 0

Total 43

Figure 4.5: Bar Diagram for the Scores on Aggression among Sportsmen


Figure 4.6: Frequency Polygon for the Scores on Aggression among


1

2

4

3

2

11 11

5

3

0

1

0

2

4

6

8

10

12

45-49 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-94 95-99

Fre

qu

en

cy

Scores

0

1

2

4

3

2

11 11

5

3

0

1

00

2

4

6

8

10

12

Fre

qu

en

cy

Scores

4-1.4 Frequency Distribution for the Scores on Aggression

among Sportsmen representing university in Individual

Events

The frequency distribution for the scores on Aggression among

sportsmen representing university in individual events is given in Table 4.7.

Table 4.7: Frequency Distribution for the Scores on Aggression among



20-24 1 2.3 2.3 25-29 0 0 0

30-34 0 0 0

35-39 0 0 0

40-44 0 0 0

45-49 1 2.3 4.7

50-54 2 4.7 9.3

55-59 4 9.3 18.6

60-64 2 4.7 23.3

65-69 3 7.0 30.2

70-74 2 4.7 34.9

75-79 7 16.3 51.2

80-84 7 16.3 67.4

85-89 5 11.6 79.1

90-94 3 7.0 86.0

95-99 2 4.7 90.7

100-104 1 2.3 93.0

105-109 1 2.3 95.3

110-114 1 2.3 97.7

115-119 1 2.3 100.0

Total = 43 100.0 100.0


Kurtosis = 1.1 Skewness = -0.45


It is evident from the table 4.7 that the scores on Aggression for the

sportsmen representing university university in Individual events are spread

over a range of 92, minimum and maximum being 23 and 115.

The mean and standard deviation for the scores on Aggression came out


distribution was 1.1 and -0.45 respectively.






the basis of aggression as under.

Table 4.8 Classification of Aggression Scale


1 The Saturated 3

2 The High 6


4 The Low 8

5 The Clean 1

Total 43

Figure 4.7: Bar Diagram for the Scores on Aggression among Sportsmen

representing university in Individual Events

Figure 4.8: Frequency Polygon for the Scores on Aggression among


1

0 0 0 0

1

2

4

2

3

2

7 7

5

3

2

1 1 1 1

0

1

2

3

4

5

6

7

8

20-24

25-29

30-34

35-39

40-44

45-49

50-54

55-59

60-64

65-69

70-74

75-79

80-84

85-89

90-94

95-99

100-104

105-109

110-114

115-119

Fre

qu

en

cy

Scores

0

1

0 0 0 0

1

2

4

2

3

2

7 7

5

3

2

1 1 1 1

00

1

2

3

4

5

6

7

8

15-19

20-24

25-29

30-34

35-39

40-44

45-49

50-54

55-59

60-64

65-69

70-74

75-79

80-84

85-89

90-94

95-99

100-104

105-109

110-114

115-119

120-124

Fre

qu

en

cy

Scores

4-1.5 Frequency Distribution for the Scores on Intra-Personal

Awareness (own emotions) Component of Emotional

Intelligence among Sportsmen representing university

in Team Events

The frequency distribution for the scores on Intra-Personal Awareness

(own emotions) Component of Emotional Intelligence, among sportsmen

representing university in team events is given in Table 4.9.

Table 4.9: Frequency Distribution for the Scores on Intra-Personal

Awareness (own emotions) component of Emotional Intelligence among

Team-Sportsmen representing university in Team Events


0-4 1 2.3 2.3

5-9 1 2.3 4.7

10-14 20 46.5 51.2

15-19 19 44.2 95.3

20-24 2 4.7 100.0

Total = 43 100.0 100.0


Kurtosis = -0.29 Skewness = -0.28


It is evident from the table 4.9 that the scores on Intra-Personal

Awareness (own emotions) Component of Emotional Intelligence for the



The mean and standard deviation for the scores on Intra-Personal

Awareness (own emotions) Component of Emotional Intelligence came out to be


distribution was -0.29 and -0.28 respectively.






basis of intra-personal awareness (own emotions) component of emotional

intelligence as under.

Table 4.10 Classification of Emotional Intelligence in Terms of Categories

Group Intra-Personal Awareness( Own

Emotions)

No. of Sportsmen

1 Very Good 0

2 Good 2

3 Average Level 19

4 Poor 20

5 Very Poor 2

Total 43

Figure 4.9: Bar Diagram for the Scores on Intra-personal Awareness (own

Emotions) among Sportsmen representing university in Team

Figure 4.10: Frequency Polygon for the Scores on Intra-personal Awareness

(own Emotion) among Sportsmen representing university in Team Events

1 1

20

19

2

0

5

10

15

20

25

0-4 5-9 10-14 15-19 20-24

Fre

qu

en

cy

Scores

0

1 1

20

19

2

00

5

10

15

20

25

-05--01 0-4 5-9 10-14 15-19 20-24 25-29

Fre

qu

en

cy

Scores


Awareness (own emotions) Component of Emotional

Intelligence among Sportsmen representing university in

Individual Events

The frequency distribution for the scores on Intra-Personal Awareness


representing university in individual events is given in Table 4.11.


Awareness (own Emotions) among Sportsmen representing university in

Individual Events


5-9 2 4.7 4.7

10-14 7 16.3 20.9

15-19 24 55.8 76.7

20-24 10 23.3 100.0

Total = 43 100.0 100.0





Awareness (own emotions) Component of Emotional Intelligence for the

sportsmen representing university in individual events is spread over a range of

13, minimum and maximum being 7 and 20.


Awareness (own emotions) Component of Emotional Intelligence came out to be



Table 4.11 further reveals that 24(55.8%) sportsmen fall between the





the basses of intra-personal awareness (own emotions) component of emotional



Group Intra-Personal Awareness (Own

Emotions)

No. of Sportsmen

1 Very Good 1

2 Good 9

3 Average Level 24

4 Poor 7

5 Very Poor 2

Total 43

Figure 4.11: Bar Diagram for the Scores on Intra-Personal Awareness (own

Emotions) among Sportsmen representing university in Individual Events

Figure 4.12: Frequency Polygon for the Scores on Intra-Personal

Awareness own Emotion among Sportsmen representing university in

Individual Events

2

7

24

10

0

5

10

15

20

25

30

5-9 10-14 15-19 20-24

Fre

qu

en

cy

Scores

0

2

7

24

10

00

5

10

15

20

25

30

0-4 5-9 10-14 15-19 20-24 25-29

Fre

qu

en

cy

Scores

4-1.7 Frequency Distribution for the Scores on Inter-Personal

Awareness (others emotions) Component of Emotional

Intelligence, among Sportsmen representing university

in Team Events

The frequency distribution for the scores on Inter-Personal Awareness

(others emotions) Component of Emotional Intelligence, among sportsmen


Table 4.13: Frequency Distribution for the Scores on Inter-Personal

Awareness (others emotions) component of Emotional Intelligence among



5-9 9 20.9 20.9

10-14 16 37.2 58.1

15-19 17 39.5 97.7

20-24 1 2.3 100.0

Total = 43 100.0 100.0




It is evident from the table 4.13 that the scores on Inter-Personal

Awareness (others emotions) Component of Emotional Intelligence for the



The mean and standard deviation for the scores on Inter-Personal

Awareness (others emotions) Component of Emotional Intelligence came out to








basis of inter-personal awareness (others emotions) component of emotional



Group Inter-Personal Awareness (Others

Emotions)

No. of Sportsmen

1 Very Good 0

2 Good 1

3 Average Level 20

4 Poor 14

5 Very Poor 8

Total 43

Figure 4.13: Bar Diagram for the Scores on Inter-personal Awareness

(others emotions) among Sportsmen representing university in Team

Events

Figure 4.14: Frequency Polygon for the Scores on Inter-personal Awareness

others Emotion among Sportsmen representing university in Team Events

9

16

17

1

0

2

4

6

8

10

12

14

16

18

5-9 10-14 15-19 20-24

Fre

qu

en

cy

Scores

0

9

16

17

1

00

2

4

6

8

10

12

14

16

18

0-4 5-9 10-14 15-19 20-24 25-29

Fre

qu

en

cy

Scores

4-1.8 Frequency Distribution for the Scores on Inter-Personal

Awareness (others emotions) Component of Emotional

Intelligence, among Sportsmen representing university in

Individual Events

The frequency distribution for the scores on Inter-Personal Awareness




Awareness (others Emotions) among Sportsmen representing university in

Individual Events


5-9 2 4.7 4.7

10.14 18 41.9 46.5

15-19 19 44.2 90.7

20-24 4 9.3 100.0

Total = 43 100.0 100.0





Awareness (others emotions) Component of Emotional Intelligence for the

sportsmen representing university in individual events are spread over a range

of 13, minimum and maximum being 7 and 20.


Awareness (others emotions) Component of Emotional Intelligence came out to








the basis of inter-personal awareness (others emotions) component of emotional



Group Inter-Personal Awareness (Others

Emotions)

No. of Sportsmen

1 Very Good 0

2 Good 4

3 Average Level 21

4 Poor 16

5 Very Poor 2

Total 43

Figure 4.15: Bar Diagram for the Scores on Inter-Personal Awareness

(others Emotions) among Sportsmen representing university in Individual

Events

Figure 4.16: Frequency Polygon for the Scores on Inter-Personal

Awareness (others Emotion) among Sportsmen representing university in

Individual Events

2

18

19

4

0

2

4

6

8

10

12

14

16

18

20

5-9 10-14 15-19 20-24

Fre

qu

en

cy

Scores

0

2

18

19

4

00

2

4

6

8

10

12

14

16

18

20

0-4 5-9 10-14 15-19 20-24 25-29

Fre

qu

en

cy

Scores


Management (own emotions) component of Emotional


Team Events

The frequency distribution for the scores on Intra-Personal management




Management (own emotions) component of Emotional Intelligence among



0-4 1 2.3 2.3

5-9 4 9.3 11.6

10-14 16 37.2 48.8

15-19 16 37.2 74.4

20-24 6 14.0 100.0

Total = 43 100.0 100.0


Kurtosis = -0 .5 Skewness = -0.36




Sportsmen representing university in Team Events are spread over a range of 18,



management (others emotions) Component of Emotional Intelligence came out








basis of intra-personal management (own emotions) component of emotional



Group I.P.M. Own Emotions No. of Sportsmen

1 Very Good 0

2 Good 1

3 Average Level 21

4 Poor 9

5 Very Poor 12

Total 43

Figure 4.17: Bar Diagram for the Scores on Intra-Personal Management

(own Emotion) among Sportsmen representing university in team Events

Figure 4.18: Frequency Polygon for the Scores on Intra-personal

Management (own Emotion) among Sportsmen representing university in

Team Events

1

4

16 16

6

0

2

4

6

8

10

12

14

16

18

0-4 5-9 10-14 15-19 20-24

Fre

qu

en

cy

Scores

0

1

4

16 16

6

00

2

4

6

8

10

12

14

16

18

-05--01 0-4 5-9 10-14 15-19 20-24 25-29

Fre

qu

en

cy

Scores


Management (own emotions) component of Emotional

Intelligence among Sportsmen representing university

in Individual Events

The frequency distribution for the scores on Intra-Personal management




Management (own Emotions) among Sportsmen representing university in

Individual Events


10-14 4 9.3 9.3

15-19 22 51.2 60.5

20-24 17 39.5 100.0

Total = 43 100.0 100.0


Kurtosis = 0.12 Skewness = -0.52




Sportsmen representing university in Individual Events are spread over a range

of 13, minimum and maximum being 10 and 23.


management (own emotions) Component of Emotional Intelligence came out to








the basis of intra-personal management (own emotions) component of

emotional intelligence as under.


Group Intra-personal Management.

(Own Emotions).

No. of Sportsmen

1 Very Good 0

2 Good 11

3 Average Level 28

4 Poor 3

5 Very Poor 1

Total 43

Figure 4.19: Bar Diagram for the Scores on Intra-Personal Management

(own Emotion) among Sportsmen representing university in Individual

Events

Figure 4.20: Frequency Polygon for the Scores on Intra-Personal

Management (own Emotion) among Sports representing university in

Individual Events

4

22

17

0

5

10

15

20

25

10-14 15-19 20-24

Fre

qu

en

cy

Scores

0

4

22

17

00

5

10

15

20

25

5-9 10-14 15-19 20-24 25-29

Fre

qu

en

cy

Scores

4-1.11Frequency Distribution for the Scores on Inter-Personal

Management (others emotions) component of Emotional


Team Events

The frequency distribution for the scores on Inter-Personal management




Management (others emotions) component of Emotional Intelligence

among Sportsmen representing university in Team Events


0-4 1 2.3 2.3

5-9 9 20.9 23.3

10-14 18 41.9 65.1

15-19 14 32.6 97.7

20-24 1 2.3 100.0

Total = 43 100.0 100.0





Management (others emotions) component of Emotional Intelligence among

Sportsmen representing university in Team Events are spread over a range of 17,











basis of inter-personal management (others emotions) component of emotional



Group Inter-Personal Management

(Others Emotions)

No. of Sportsmen

1 Very Good 0

2 Good 1

3 Average Level 14

4 Poor 17

5 Very Poor 11

Total 43

Figure 4.21: Bar Diagram for the Scores on Inter-Personal Management

(others Emotion) among Sportsmen representing university in Team

Events

Figure 4.22: Frequency Polygon for the Scores on Inter-personal

Management (others Emotion) among sportsmen representing university

Team-Sports.

1

9

18

14

1

0

2

4

6

8

10

12

14

16

18

20

0-4 5-9 10-14 15-19 20-24

Fre

qu

en

cy

Scores

0

1

9

18

14

1

00

2

4

6

8

10

12

14

16

18

20

-05--01 0-4 5-9 10-14 15-19 20-24 25-29

Fre

qu

en

cy

Scores

4-1.12Frequency Distribution for the Scores on Inter-Personal

Management (others emotions) component of Emotional


Individual Events

The frequency distribution for the scores on Inter-Personal management




Management (others Emotions) among Sportsmen representing university

in Individual Events


5-9 2 4.7 4.7

10-14 20 46.5 51.2

15-19 21 48.8 100.0

Total = 43 100.0 100.0


Kurtosis = 0.50 Skewness = 0.66



Management (others emotions) component of Emotional Intelligence among

Sportsmen representing university in Individual Events are spread over a range

of 12, minimum and maximum being 7 and 19




distribution was 0.50 and 0.66 respectively.

Table 4.23 further reveals that 41(95.3%) sportsmen fall in the scores 10

to 19. The rest of the sportsmen are less evenly distributed below this range.



the basis of inter-personal management (others emotions) component of

emotional intelligence as under.


Group Inter-Personal Management

(Others Emotions)

No. of Sportsmen

1 Very Good 0

2 Good 0

3 Average Level 21

4 Poor 20

5 Very Poor 2

Total 43

Figure 4.23: Bar Diagram for the Scores on Inter-Personal Management

(others Emotion) among Sportsmen representing university in Individual

Events

Figure 4.24: Frequency Polygon for the Scores on Inter-Personal

Management (others Emotion) among Sportsmen representing university in Individual Events

2

2021

0

5

10

15

20

25

5-9 10-14 15-19

Fre

qu

en

cy

Scores

0

2

2021

00

5

10

15

20

25

0-4 5-9 10-14 15-19 20-24

Fre

qu

en

cy

Scores

4-1.13Frequency Distribution for the Scores on Total Emotional


Team Events

The frequency distribution for the scores on Total Emotional Intelligence

among sportsmen representing university in team events is given in Table 4.25.

Table 4.25: Frequency Distribution for the Scores on Total Emotional

Intelligence among Sportsmen representing university in Team Events


25-29 1 2.3 2.3

30-34 4 9.3 11.6

35-39 3 7.0 18.6

40-44 2 4.7 23.3

45-49 1 2.3 25.6

50-54 5 11.6 37.2

55-59 10 23.3 60.5

60-64 6 14.0 74.4

65-69 8 18.6 93.0

70-74 3 7.0 100.0

Total = 43 100.0 100.0


Kurtosis = 0.54 Skewness = 0.63


It is evident from the table 4.25 that the scores on Total Emotional

Intelligence among Sportsmen representing university in Team Events are

spread over a range of 45, minimum and maximum being 29 and 74.

The mean and standard deviation for the scores on total Emotional

Intelligence came out to be 54.30 and 12.21 respectively. Further, the Kurtosis

and Skewness for the distribution was 0.54 and 0.63 respectively.


to 64. The rest of the sportsmen are more or less evenly distributed below and

above this range.



basses of total emotional intelligence as under.


Group Total Emotional Intelligence No. of Sportsmen

1 Very Good 0

2 Good 0

3 Average Level 12

4 Poor 20

5 Very Poor 11

Total 43

Figure 4.25: Bar Diagram for the Scores on Total Emotional Intelligence

among Sportsmen representing university in Team Event

Figure 4.26: Frequency Polygon for the Scores on Total Emotional

Intelligence among Sportsmen representing university in Team Events

1

4

3

2

1

5

10

6

8

3

0

2

4

6

8

10

12

25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70-74

Fre

qu

en

cy

Scores

0

1

4

3

2

1

5

10

6

8

3

00

2

4

6

8

10

12

20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70-74 75-79

Axis

Tit

le

Axis Title

4-1.14Frequency Distribution for the Scores on total emotional

intelligence among sportsmen representing university in

individual events

The frequency distribution for the scores on Total Emotional Intelligence

among sportsmen representing university in individual events is given in Table

4.27.

Table 4.27: Frequency Distribution for the Scores on Total Emotional

Intelligence among Sportsmen representing university in Individual Events


45-49 2 4.7 4.7

50-54 3 7.0 11.6

55-59 5 11.6 23.3

60-64 12 27.9 51.2

65-69 11 25.6 76.7

70-74 4 9.3 86.0

75-79 5 11.6 97.7

80-84 1 2.3 100.0

Total = 43 100.0 100.0




It is evident from the table 4.27 that the scores on Total Emotional

Intelligence among Sportsmen representing university in Individual Events are

spread over a range of 34, minimum and maximum being 46 and 80.

The mean and standard deviation for the scores on total Emotional

Intelligence came out to be 64.68 and 8.44 respectively. Further, the Kurtosis and

Skewness for the distribution was -0.30 and -0.26 respectively.


to 69. The rest of the sportsmen are more or less evenly distributed below and

above this range.



the basses of total emotional intelligence as under.



1 Very Good 0

2 Good 4

3 Average Level 9

4 Poor 28

5 Very Poor 2

Total 43

Figure 4.27: Bar Diagram for the Scores on Total Emotional Intelligence

among Sportsmen representing university in Individual Events

Figure 4.28: Frequency Polygon for the Scores on Total Emotional

Intelligence among Sportsmen representing university in Individual Events

2

3

5

12

11

4

5

1

0

2

4

6

8

10

12

14

45-49 50-54 55-59 60-64 65-69 70-74 75-79 80-84

Fre

qu

en

cy

Scores

0

2

3

5

12

11

4

5

1

00

2

4

6

8

10

12

14

40-44 45-49 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85-89

Fre

qu

en

cy

Scores

4.2 COMPARISON OF SPORTSMEN REPRESENTING UNIVERSITY

IN INDIVIDUAL AND TEAM EVENTS ON DIFFERENT

VARIABLES USING ‘T’-TEST

One of the objectives of the present study was to compare sportsmen

representing university in Individual and Team Events in respect to their means

on the variables of Aggression, Anxiety and Emotional Intelligence. To serve this

purpose, the use of t-test was made. The results of t-test in respects of the three

variables are presented as under.

4-2.1 Comparison of Sportsmen representing university in Team

and Individual Events with Respect to their Mean Scores

on the Variable of Anxiety

The t-value along with number, means, mean difference, standard

deviations and standard errors of means for two groups of sportsmen on the

variable of Anxiety is presented in Table 4.29.

Table 4.29: t-Value for Two Groups of Sportsmen on the Variable of Anxiety

Group N Mean Mean Diff. S.D. SEM ‘t’

Sportsmen

representing university in

Team Events

43 19.16

5.1

9.68 1.48

1.92 Sportsmen


Individual Events

43 24.26 14.41 2.20

Not Significant at 0.05 Level

It is evident from Table 4.29 that the t-value for the means of two groups

of sportsmen on the variable of anxiety came out to be 1.92, which is not

significant at 0.05 level of confidence. This indicates that sportsmen representing

university in Team and Individual Events do not differ significantly with respect

to their mean scores on anxiety. Hence, the hypothesis that

“Sportsmen representing university in Team and Individual Events differ

significantly with respect to their mean scores on anxiety” is rejected.

From this, it may be inferred that sportsmen representing university in

Individual and Team Events exhibit more or less similar level of anxiety.



on the Variable of Aggression


deviations and standard errors of means for two groups of sportsmen on the

variable of Aggression is presented in Table 4.30.

Table 4.30: t-Value for Two Groups of Sportsmen on the Variable of

Aggression

Group N Mean Mean

Diff.

S.D. SEM ‘t’

Sportsmen


Team Events

43 72.16

5.28

10.62 1.62

1.66 Sportsmen


Individual Events

43 77.44 17.97 2.74

Not Significant at 0.05 Level


of sportsmen on the variable of aggression came out to be 1.66, which is not

significant at 0.05 level of confidence. This indicates that sportsmen representing

university in Team and Individual Events do not differ significantly with respect

to their mean scores on aggression. Hence, the hypothesis that “Sportsmen

representing university in Team and Individual Events differ significantly with

respect to their mean scores on aggression” is rejected.


Individual and Team Events exhibit more or less similar level of aggression.



on “Intra-Personal Awareness (Own Emotions)”

Component of Emotional Intelligence


deviations and standard errors of means for two groups of sportsmen on “Intra-

Personal Awareness (Own Emotions)” component of Emotional Intelligence is

presented in Table 4.31.

Table 4.31: t-Value for Two Groups of Sportsmen on “Intra-Personal

Awareness (Own Emotions)” Component of Emotional Intelligence


Sportsmen


Team Events

43 14.07

2.53

3.78 .58

3.14* Sportsmen


Individual Events

43 16.60 3.71 .57

* Significant at 0.05 Level


of sportsmen on “Intra-Personal Awareness (Own Emotions)” component of

Emotional Intelligence came out to be 3.14, which is significant at 0.05 level of

confidence. This indicates that sportsmen representing university in Team and

Individual Events differ significantly with respect to their mean scores on “Intra-

Personal Awareness (Own Emotions)” component of Emotional Intelligence.

Hence, the hypothesis that “Sportsmen representing university in Team and

Individual Events differ significantly with respect to their mean scores on Intra-

Personal Awareness (Own Emotions) component of Emotional Intelligence” is

accepted.

It is revealed from Table 4.31 that the mean score on “Intra-Personal

Awareness (Own Emotions)” component of Emotional Intelligence for sportsmen

representing university in Individual Events is higher in comparison to their

counterparts representing university in Team Events. From this, it may be

inferred that sportsmen representing university in Individual Events exhibit

superior emotional intelligence as far as its component of “Intra-Personal

Awareness (Own Emotions)” is concerned.



on “Inter-Personal Awareness (Others Emotions)”



deviations and standard errors of means for two groups of sportsmen on “Inter-

Personal Awareness (Others Emotions)” component of Emotional Intelligence is


Table 4.32: t-Value for Two Groups of Sportsmen on “Inter-Personal

Awareness (Others Emotions)” Component of Emotional Intelligence


Sportsmen

representing

university in

Team Events

43 13.02

1.98

4.09 .62

2.44* Sportsmen

representing

university in

Individual Events

43 15.00 3.39 .52



of sportsmen on “Inter-Personal Awareness (Others Emotions)” component of



Individual Events differ significantly with respect to their mean scores on “Inter-

Personal Awareness (Others Emotions)” component of Emotional Intelligence.


Individual Events differ significantly with respect to their mean scores on Inter-

Personal Awareness (Others Emotions) component of Emotional Intelligence” is

accepted.

It is revealed from Table 4.32 that the mean score on “Inter-Personal

Awareness (Others Emotions)” component of Emotional Intelligence for

sportsmen representing university in Individual Events is higher in comparison

to their counterparts representing university in Team Events. From this, it may

be inferred that sportsmen representing university in Individual Events exhibit

superior emotional intelligence as far as its component of “Inter-Personal

Awareness (Others Emotions)” is concerned.


and individual Events with Respect to their Mean Scores on

“Intra Personal Management (Own Emotions)” Component

of Emotional Intelligence


deviations and standard errors of means for two groups of sportsmen on “Intra-

Personal Management (Own Emotions)” component of Emotional Intelligence is


Table 4.33: t-Value for Two Groups of Sportsmen on “Intra-Personal

Management (Own Emotions)” Component of Emotional Intelligence


Sportsmen


Team Events

43 14.26

4.25

4.27 .65

5.34* Sportsmen


Individual Events

43 18.51 3.00 .46



of sportsmen on “Intra-Personal Management (Own Emotions)” component of


confidence. This indicates that sportsmen participating in Team and Individual

Events differ significantly with respect to their mean scores on “Intra-Personal

Management (Own Emotions)” component of Emotional Intelligence. Hence, the

hypothesis that “Sportsmen representing university in Team and Individual Events

differ significantly with respect to their mean scores on Intra-Personal

Management (Own Emotions) component of Emotional Intelligence” is accepted.

It is revealed from Table 4.33 that the mean score on “Intra-Personal

Management (Own Emotions)” component of Emotional Intelligence for




superior emotional intelligence as far as its component of “Intra-Personal

Management (Own Emotions)” is concerned.


Individual Events with Respect to their Mean Scores on

“Inter-Personal Management (Others Emotions)”



deviations and standard errors of means for two groups of sportsmen on “Inter-

Personal Management (Others Emotions)” component of Emotional Intelligence

is presented in Table 4.34.

Table 4.34: t-Value for Two Groups of Sportsmen on “Inter-Personal

Management (Others Emotions)” Component of Emotional Intelligence


Sportsmen


Team Events

43 12.72

1.77

3.95 .60

2.45* Sportsmen


Individual Events

43 14.49 2.58 .39



of sportsmen on “Inter-Personal Management (Others Emotions)” component of



Individual Events differ significantly with respect to their mean scores on “Inter-

Personal Management (Others Emotions)” component of Emotional Intelligence.


Individual Events differ significantly with respect to their mean scores on Inter-

Personal Management (Others Emotions) component of Emotional Intelligence” is

accepted.

It is revealed from Table 4.34 that the mean score on “Inter-Personal

Management (Others Emotions)” component of Emotional Intelligence for




superior emotional intelligence as far as its component of “Inter-Personal

Management (Others Emotions)” is concerned.



on Total Emotional Intelligence


deviations and standard errors of means for two groups of sportsmen on

Emotional Intelligence is presented in Table 4.35.

Table 4.35: t-Value for Two Groups of Sportsmen on Total Emotional

Intelligence


Sportsmen


Team Events

43 54.30

10.37

12.21 1.86

4.58* Sportsmen


Individual Events

43 64.67 8.45 1.29



of sportsmen on Emotional Intelligence came out to be 4.58, which is significant

at 0.01 level of confidence. This indicates that sportsmen representing university

in Team and Individual Events differ significantly with respect to their mean

scores on Emotional Intelligence. Hence, the hypothesis that “Sportsmen

representing university in Team and Individual Events differ significantly with

respect to their mean scores on “Emotional Intelligence” is accepted.

It is revealed from Table 4.35 that the mean score on Emotional

Intelligence for sportsmen representing university in Individual Events is higher

in comparison to their counterparts representing university in Team Events.


Individual Events exhibit superior emotional intelligence.

CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Present world is scientific world. There is no denying the fact that man

has covered a long journey starting from caves to big sky scrapers man has left

no stone unturned to reach height but as it has been proved that in order to gain

something we have to pay a price for it human being has paid a huge cost for this

development and is still in its way of Dearing the debt. Human beings have lost

their basic values. If we are winners at the materialistic front at the same time

we have lost the battle at the psychological level.

SUMMARY

If people sports are surveyed and asked to identify the characteristics of

successful athletes, anxiety, aggression and emotional intelligence would be high

on the list in sports; anxieties, aggressive and emotional behaviour have positive

meaning in popular culture. The successful athlete is often described as one who

is hungry, anxious, aggressive, and emotional, competitor on the other hand.

Teacher often describe trouble making or destructive students as anxious,

aggressive, and emotional. But such behaviour in athletes is demanded by

coaches; it may be discouraged in students and be prohibited by teachers. The

last decade has evidenced renewed interest in the phenomenon of anxieties,

aggressive emotional intelligence in sports. Anxieties, aggressive and emotional

intelligence in sports have been investigated by many scholars from different

fields of behavioural science. Keeping in view the determining role of anxieties,

aggressiveness and emotional behaviour in competitive performance, the

investigator decided to undertake this study at the inter-university level team

events and individual events. The investigator is of the opinion that such a study

would not only reveal the phenomenon of anxiety, aggression and emotional

intelligence but also enable us to make overall assessments of inter-university

level teams and individual events with respect to variables like anxieties,

aggression and emotional intelligence.

To Summarise, Forty three teams and forty three individual events

players of various colleges has been taken the subjects for every variables who

have represented the Himachal Pradesh University in inter-University camps

2010-11.

1. Boxing camp held at Indira Gandhi sports complex Shimla.

2. Judo camp held at P.G.College Hmirpur.

3. Athletics camps held at P.G.College Hmirpur.

4. Cross-country camps held at govt. College Nalagarh.

5. Kabaddi camp held at P.G.College Bilaspur.

6. Cricket camp held at M.L.S.N.College Sunder Nager.

7. Hockey camp held at M.L.S.N.College Sunder Nager

5.1 STATEMENT OF THE PROBLEM

Comparative Study of Anxiety, Aggression and Emotional Intelligence

among Team and Individual Sportsmen

5.2 SIGNIFICANCE OF THE STUDY

The results of the present study will help to identify anxiety, aggression

and emotional intelligence of sportsman representing university in team and

individual events. This will further help to identify sportsmen who may have

potential to be of high calibre. Competitive sports are full of challenges, so

youngsters taken to competitive sports must display the required psychological

attributes including aggression, anxiety and emotional intelligence to meet the

challenges successfully.

The variables anxiety, aggression and emotional intelligence need to be

studied properly, both from the theoretical and practical point of view. The

knowledge about the variables may enable the teacher and coaches to takes

decisions in their work with young players taking part at different levels and

train them in a proper way. The investigation can help the University coaches

who are attached with University camps to find out the talent and how to wide

out them so as to enable them to perform better in future in the teams and

individual games and find out the weakness of the sportsmen who are attending

the coaching camps.

5.3 OBJECTIVES OF THE STUDY

The following objectives lay down for the present study:

� To study the nature of distribution of scores for sportsmen representing university in Team events on the variables of ‘Anxiety’.

� To study the nature of distribution of scores for sportsmen representing university in Individual events on the variables of ‘Anxiety’.

� To study the nature of distribution of scores for sportsmen representing university in Team events on the variables of ‘Aggression’.

� To study the nature of distribution of scores for sportsmen representing university in Individual events on the variables of ‘Aggression’.

� To study the nature of distribution of scores for sportsmen representing university in Team events on the variables of ‘Intra-Personal Awareness (own emotions).

� To study the nature of distribution of scores for sportsmen representing university in Individual events on the variables of ‘Intra-Personal Awareness (own emotions).

� To study the nature of distribution of scores for sportsmen representing university in Team events on the variables of ‘Inter-Personal Awareness (others emotions).

� To study the nature of distribution of scores for sportsmen representing university in Individual events on the variables of ‘Inter-Personal Awareness (others emotions).

� To study the nature of distribution of scores for sportsmen representing university in Team events on the variables of ‘Intra-Personal Management (own emotions).

� To study the nature of distribution of scores for sportsmen representing university in Individual events on the variables of ‘Intra-Personal Management (own emotions).

� To study the nature of distribution of scores for sportsmen representing university in Team events on the variables of ‘Inter-Personal Management (others emotions).

� To study the nature of distribution of scores for sportsmen representing university in Individual events on the variables of ‘Inter-Personal Management (others emotions).

� To study the nature of distribution of scores for sportsmen representing university in Team events on the variables of ‘Total Emotional Intelligence’.

� To study the nature of distribution of scores for sportsmen representing university in Individual events on the variables of ‘Total Emotional Intelligence”.

� To compare the Sportsmen representing university in Team and Individual events with respect to their mean scores on the variables of Anxiety.

� To compare the Sportsmen representing university in Team and Individual events with respect to their mean scores on the variables of Aggression.

� To compare the Sportsmen representing university in Team and Individual events with respect to their mean scores on the variables of Intra-Personal Awareness (own emotions).

� To compare the Sportsmen representing university in Team and Individual events with respect to their mean scores on the variables of Inter-Personal Awareness (others emotions).

� To compare the Sportsmen representing university in Team and Individual events with respect to their mean scores on the variables of Intra-Personal Management (own emotions).

� To compare the Sportsmen representing university in Team and Individual events with respect to their mean scores on the variables of Inter-Personal Management (others emotions).

� To compare the Sportsmen representing university in Team and Individual events with respect to their mean scores on the variables of ‘Total Emotional Intelligence’.

5.4 HYPOTHESES

The following hypotheses are formulated which will be tested in the

present study:


differ significantly with respect to their level of Anxiety.


differ significantly with respect to their level of Aggression.


differ significantly with respect to their level of Intra-Personal Awareness

(Own Emotions) component of Emotional Intelligence.


differ significantly with respect to their level of Inter-Personal Awareness

(Others Emotions) component of Emotional Intelligence.


differ significantly with respect to their level of Intra-Personal

Management (Own Emotions) component of Emotional Intelligence.


differ significantly with respect to their level of Inter-Personal

Management (Others Emotions) component of Emotional Intelligence.

� Sportsmen representing university in Team and Individual Events differ

significantly with respect to their level of “Emotional Intelligence”.

5.5 DELIMITATION OF THE STUDY

The study had been delimited as stated below:

� Aggression levels of the sportsmen representing Himachal Pradesh

University Shimla were measured through aggression scale constructed

by Roma pal and Tasneem Nagavi (1980) consists 30 items.

� Anxiety levels of the sportsmen representing Himachal Pradesh

University Shimla were measured through Anxiety Test constructed by

A.K.P. Sinha and L.N.K. Sinha’s comprehensive anxiety test consists 90

items.

� Emotional Intelligence of the sportsmen representing Himachal Pradesh

University Shimla was measured through Emotional Intelligence

Inventory constructed by Dr.S.K. Mangal and Shubhra Mangal consisted

100 items.

� Only male sportsmen, who were representing Himachal Pradesh

University Shimla in team and individual events at inter-university level,

were selected for the investigation.

5.6 OPERATIONAL DEFINITION OF KEY TERMS

Terms used in the present study having different connotations may be

defined as under:-

� Aggression: Is behaviour directed towards the goal of having or injuring

another living being. The term seems to draw automatic associations and

produce positive or negative value judgements and emotional responses.

� Classification: The placement of individual into groups for a particular

purpose.

� Behaviour: Technically the observable activity of muscle and glands of

external secretion.

� Team Events: It refers to the players who representing university in

team sports events.

� Individual Events: It refers to the players who representing university in

the individual sports events.

� Anxiety: The term anxiety is also used to refer to a complex psychological

process in essence, the concept of anxiety as process implies a theory of

anxiety that includes stress as fundamental constructs.

� Emotion: The word emotion is a derivative of Latin word ‘emorer’ which

mean to excite or shudder. Thus emotion is a state of the individual which

deprives him equilibrium.

� Emotional Intelligence: It refers to the area of emotional experience and

behaviour.

5.7 LIMITATION OF THE STUDY

The following had the Limitation of the study

� The present study is limited to the university campers of team and

individual games players.

� The present study is limited to senior players of the teams and individual

games.

� The factor such as socio-economic status, family environment, health

status, health status, etc. the subject were not controlled.

� The questionnaire itself has some limitations which served as limitations

of the study.

5.8 SAMPLING

The samples for the present study included all male sportsmen who were

selected to representing, the Himachal Pradesh University Shimla in inter-

university level tournaments in various team and individual sports events.

For this purpose first of all two groups were selected.

1). Team events

2). Individual events.

5.9 TOOLS USED

The following tool was used to investigate the variable selected for the

purpose of the study:

1). To measure the anxiety test (SCAT) constructed by the A.K.P.Sinha and

L.N.K.Sinha was administered (1980).

2). To measure the aggression level the aggression scale constructed by

Roma pal and Tasneem Naque (1980) was administered.

3). To measure the emotional intelligence, the emotional intelligence

inventory constructed by Dr.S.K.Mangal and Dr.Subhra Mangal. (1971)

was administered

5.10 ANALYSIS AND INTERPRETATIONS OF DATA

The investigator has employed ‘t’ test.

1). The data pertaining to Aggression, Anxiety and Emotional intelligence

were analysed for the two groups of sport’s man on the base of given

respective manual.

2). Significant difference in Aggression, Anxiety and Emotional intelligence

towards physical activity and two groups of sport’s men were determined

through ‘t’ test.

5.11 CONCLUSIONS

On the basis of analysis and interpretation of data, following conclusions

may be drawn for the present study:

1. The scores on Anxiety for the sportsmen representing university in team

events were spread over a range of 36, minimum and maximum being 2

and 38. The mean and standard deviation for the scores on Anxiety came

out to be 19.16 and 9.68 respectively. Further, the Kurtosis and Skewness

for the distribution was -0.75and 0.3 respectively. Further 17 (39.6%)

sportsmen fell between the scores 15 to 24. The rest of the sportsmen

were more or less evenly distributed below and above this range.


the sportsmen representing university in team events were grouped on

the basis of anxiety as under.



2 High Anxiety 7


4 Low Anxiety 4


Total 43

2. The scores on anxiety for the sportsmen representing university in

individual events were spread over a range of 59, minimum and

maximum being 2 and 61. The mean and standard deviation for the scores

on Anxiety came out to be 24.26 and 14.41 respectively. Further, the

Kurtosis and Skewness for the distribution was -0.22 and 0.53

respectively.

Further reveals that the scores on anxiety among sportsmen representing

university in individual events were not concentrated over a specific scores

range. Rather the scores were more or less evenly distributed in all the class

intervals.


the sportsmen representing university in individual events were grouped on the

basis of anxiety as under.



2 High Anxiety 5


4 Low Anxiety 2


Total 43

3. The scores on Aggression for the sportsmen representing university in

team events were spread over a range of 46, minimum and maximum

being 49 and 95. The mean and standard deviation for the scores on

Aggression came out to be 72.16 and 10.62 respectively. Further, the

Kurtosis and Skewness for the distribution was -0.21 and 0.3 respectively.

Further reveals that 22 (51.2%) sportsmen fell between the scores 70 to

79. The rest of the sportsmen were more or less evenly distributed below

and above this range.


the sportsmen representing university in team events were grouped on the basis

of aggression as under.

4. The scores on Aggression for the sportsmen representing university in

Individual events were spread over a range of 92, minimum and

maximum being 23 and 115. The mean and standard deviation for the

scores on Aggression came out to be 77.44 and 17.96 respectively.

Further, the Kurtosis and Skewness for the distribution was 1.1 and -0.45

respectively. Further reveals that 19 (44.2%) sportsmen fell between the

scores 75 to 89. The rest of the sportsmen were more or less evenly

distributed below and above this range.


1 The Saturated 0

2 The High 1


4 The Low 7

5 The Clean 0

Total 43



basis of aggression as under.

5. The scores on Intra-Personal Awareness (own emotions) Component of

Emotional Intelligence for the sportsmen representing university in team


and 21. The mean and standard deviation for the scores on Intra-Personal

Awareness (own emotions) Component of Emotional Intelligence came


for the distribution was -0.29 and -0.28 respectively. Further reveals that

39 (90.7%) sportsmen fell between the scores 10 to 19. The rest of the

sportsmen were more or less evenly distributed below and above this

range.


1 The Saturated 3

2 The High 6


4 The Low 8

5 The Clean 1

Total 43



of intra-personal awareness (own emotions) component of emotional


Group Intra-personal awareness

(own emotions)

No. of Sportsmen

1 Very Good 0

2 Good 2

3 Average Level 19

4 Poor 20

5 Very Poor 2

Total 43

6. The scores on Intra-Personal Awareness (own emotions) Component of

Emotional Intelligence for the sportsmen representing university in



on Intra-Personal Awareness (own emotions) Component of Emotional

Intelligence came out to be 16.60 and 3.39 respectively. Further, the

Kurtosis and Skewness for the distribution was -0.37 and -0.32

respectively. Further reveals that 24(55.8%) sportsmen fell between the





basses of intra-personal awareness (own emotions) component of emotional


Group Intra-personal awareness

(own emotions)

No. of Sportsmen

1 Very Good 1

2 Good 9

3 Average Level 24

4 Poor 7

5 Very Poor 2

Total 43

7. The scores on Inter-Personal Awareness (others emotions) Component of

Emotional Intelligence for the sportsmen representing university in team


and 20. The mean and standard deviation for the scores on Inter-Personal

Awareness (others emotions) Component of Emotional Intelligence came


for the distribution was -1.7 and -0.19 respectively. Further reveals that

33(76.7%) sportsmen fall between the scores 10 to 19. The rest of the

sportsmen are more or less evenly distributed below and above this

range.



of inter-personal awareness (others emotions) component of emotional


Group Inter-personal awareness

(others emotions)

No. of Sportsmen

1 Very Good 0

2 Good 1

3 Average Level 20

4 Poor 14

5 Very Poor 8

Total 43

8. The scores on Inter-Personal Awareness (others emotions) Component of

Emotional Intelligence for the sportsmen representing university in



on Inter-Personal Awareness (others emotions) Component of Emotional


Kurtosis and Skewness for the distribution was -0.37 and -0.32






basis of inter-personal awareness (others emotions) component of emotional


9. The scores on Intra-Personal Management (own emotions) component of

Emotional Intelligence among Sportsmen representing university in Team

Events were spread over a range of 18, minimum and maximum being 3

and 21. The mean and standard deviation for the scores on Intra-Personal

management (others emotions) Component of Emotional Intelligence

came out to be 14.26 and 4.27 respectively. Further, the Kurtosis and

Skewness for the distribution was -0.51 and -0.36 respectively. Further

reveals that 32(74.4%) sportsmen fell between the scores 10 to 19. The

rest of the sportsmen were more or less evenly distributed below and

above this range.

Group Inter-personal awareness

(others emotions)

No. of Sportsmen

1 Very Good 0

2 Good 4

3 Average Level 21

4 Poor 16

5 Very Poor 2

Total 43



of intra-personal management (own emotions) component of emotional


Group Intra-personal management

(own emotions )

No. of Sportsmen

1 Very Good 0

2 Good 1

3 Average Level 21

4 Poor 9

5 Very Poor 12

Total 43

10. The scores on Intra-Personal Management (own emotions) component of

Emotional Intelligence among Sportsmen representing university in

Individual Events were spread over a range of 13, minimum and

maximum being 10 and 23. The mean and standard deviation for the

scores on Intra-Personal management (own emotions) Component of

Emotional Intelligence came out to be 18.51 and 3.00 respectively.

Further, the Kurtosis and Skewness for the distribution was 0.12 and -

0.52 respectively. Further reveals that 22(51.2%) sportsmen fell between

the scores 15 to 19. The rest of the sportsmen were more or less evenly




basis of intra-personal management (own emotions) component of emotional


Group Intra-personal management (own

emotions )

No. of Sportsmen

1 Very Good 0

2 Good 11

3 Average Level 28

4 Poor 3

5 Very Poor 1

Total 43

11. The scores on Inter-Personal Management (others emotions) component

of Emotional Intelligence among Sportsmen representing university in

Team Events were spread over a range of 17, minimum and maximum

being 4 and 21. The mean and standard deviation for the scores on Inter-

Personal management (others emotions) Component of Emotional


Kurtosis and Skewness for the distribution was 0.43 and -0.69






of inter-personal management (others emotions) component of emotional


12. The scores on Inter-Personal Management (others emotions) component

of Emotional Intelligence among Sportsmen representing university in

Individual Events were spread over a range of 12, minimum and


on Inter-Personal management (others emotions) Component of

Emotional Intelligence came out to be 14.49 and 2.58 respectively.

Further, the Kurtosis and Skewness for the distribution was 0.50 and 0.66

respectively. Further reveals that 41(95.3%) sportsmen fell in the scores

10 to 19. The rest of the sportsmen were less evenly distributed below

this range.

Group Inter-personal management

(others emotions )

No. of Sportsmen

1 Very Good 0

2 Good 1

3 Average Level 14

4 Poor 17

5 Very Poor 11

Total 43



basis of inter-personal management (others emotions) component of emotional


Group Inter-personal management

(others emotions )

No. of Sportsmen

1 Very Good 0

2 Good 0

3 Average Level 21

4 Poor 20

5 Very Poor 2

Total 43

13. The scores on Total Emotional Intelligence among Sportsmen

representing university in Team Events were spread over a range of 45,

minimum and maximum being 29 and 74. The mean and standard

deviation for the scores on total Emotional Intelligence came out to be


distribution was 0.54 and 0.63 respectively. Further reveals that

21(48.9%) sportsmen fell in the scores 50 to 64. The rest of the


range.


the sportsmen representing university in team events were grouped on the



1 Very Good 0

2 Good 0

3 Average Level 12

4 Poor 20

5 Very Poor 11

Total 43

14. The scores on Total Emotional Intelligence among Sportsmen

representing university in Individual Events were spread over a range of

34, minimum and maximum being 46 and 80. The mean and standard

deviation for the scores on total Emotional Intelligence came out to be


distribution was -0.30 and -0.26 respectively. Further reveals that

23(53.5%) sportsmen fell in the scores 60 to 69. The rest of the


range.





1 Very Good 0

2 Good 4

3 Average Level 9

4 Poor 28

5 Very Poor 2

Total 43

15. Sportsmen representing university in Individual and Team Events exhibit

more or less similar level of anxiety.

16. Sportsmen representing university in Individual and Team Events exhibit

more or less similar level of aggression.

17. Sportsmen representing university in Individual Events exhibit superior

emotional intelligence as far as its component of “Intra-Personal

Awareness (Own Emotions)” were concerned.


emotional intelligence as far as its component of “Inter-Personal

Awareness (Others Emotions)” were concerned.


emotional intelligence as far as its component of “Intra-Personal

Management (Own Emotions)” were concerned.


emotional intelligence as far as its component of “Inter-Personal

Management (Others Emotions)” were concerned.


emotional intelligence.

5.12 EDUCATIONAL IMPLICATIONS

The findings of the present study have obvious applied implications for physical

education and sports in our country. Sportsmen /women, participating in

various categories of sports activities, express significant variations in their

psyche. Sport participation helps in increasing the crystallized adjustment and

managed anxiety, aggression and emotional intelligence that further contribute

to better performance.

Anxiety, Aggression and Emotional Intelligence are highly related to

performance in sports and games. Anxiety, Aggressiveness and Emotional

Intelligence contribute to increment in sports capacity in one category of games

while the same may not help or moderate quantity of anxiety, aggression and

emotional intelligence are essential for sportsmen/women irrespective of their

participation in varied and sometimes opposing sports categories.

This study assumes significance in view of the anxiety, aggression and

emotional intelligence among the team and individual sportsmen of Himachal

Pradesh University Shimla. It has been suggested that team and individual

sportsmen with respect of findings of the present study there are clear linkages

of the variables of perceived impact of life changes. The finding also suggested

that on anxiety, aggression and emotional intelligence individual sportsmen

were high on mean scores. The two variables anxiety and aggression not finding

the significant difference but differ on mean scores. These finding can lead to

indigenous intervention package for coaches belonging to University teams.

Research evidence revealed the level of anxiety, aggression and

emotional intelligence among team and individual sportsmen. These

psychological factors are important in the field of coaching and performance. It is

clear from the review of related literature that anxiety, aggression and emotional

intelligence played significance role in sports performance. The study may help

in developing efficient coaching performance considering the above component

of the psychology in the field of physical education.

5.13 SUGGESTIONS FOR FURTHER STUDIES

On the base of present study the investigator has recommendations for

further study

i) A similar kind of study may be conducted on the male inter-college teams

and individual events.

ii) A similar kind of study may be conducted on the male national levels

teams and individual events.

iii) A similar kind of study may be conducted on the male state levels teams


iv) A similar kind of study may be conducted on the male district levels teams

and individual events

vi) A similar kind of study may be conducted on the female inter-college

levels teams and individual events.

vii) A similar kind of study may be conducted on the female national levels


viii) A similar kind of study may be conducted on the female state levels teams


ix) A similar kind of study may be conducted on the female inter- university

levels teams and individual events.

x) A similar kind of study may be conducted on the female district levels


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RAW SCORE TEAM EVENT

Anxt. Agg. I.P.A.OW.E. I.P.A.OT.E. I.P.M.OW.E. I.P.M.OT.E. T.E.I.

72 12 10 10 9 6 35

76 2 10 10 12 9 41

56 17 19 20 17 17 73

75 38 21 18 16 16 71

72 15 17 16 20 13 66

70 9 10 10 3 8 31

72 7 15 11 17 14 57

87 16 16 15 17 10 58

65 32 13 18 16 18 65

76 4 10 8 10 7 35

76 20 17 18 15 7 67

88 19 10 8 9 16 43

95 16 18 16 12 14 60

78 30 21 17 14 13 65

70 5 16 13 20 14 63

49 17 15 15 10 16 56

51 2 10 6 10 7 33

59 31 10 5 18 6 39

55 26 18 18 13 12 61

61 26 10 7 7 5 29

78 16 17 15 9 13 54

79 29 17 18 16 16 67

81 11 15 14 14 17 60

76 11 16 16 18 15 65

73 26 10 9 10 4 33

62 26 8 14 13 15 50

79 8 14 19 16 17 66

71 19 13 8 18 14 53

80 20 4 14 20 13 51

78 4 16 11 17 12 56

74 16 19 17 18 20 74

70 18 18 13 20 14 65

84 15 16 8 20 14 58

67 30 10 6 12 6 34

72 21 12 12 21 12 57

62 34 18 10 15 14 57

72 23 13 16 10 16 55

75 20 14 11 13 14 52

83 13 13 12 10 12 47

88 24 18 17 10 15 60

84 37 13 12 18 14 57

59 33 14 11 19 16 60

53 26 11 18 11 16 56

RAW SCORE INDIVIDUAL EVENTS

Anxt. Agg. I.P.A.OW.E. I.P.A.OT.E. I.P.M.OW.E. I.P.M.OT.E. T.E.I.

78 22 19 13 18 12 62

95 26 16 13 15 15 59

73 2 21 19 23 14 77

77 31 17 16 18 13 64

79 17 18 20 17 11 66

52 22 17 15 20 17 69

83 30 21 18 22 17 78

79 37 18 17 19 14 68

67 16 19 19 22 11 74

55 9 19 17 15 17 68

115 39 14 17 20 13 64

83 7 22 19 20 14 75

60 28 11 12 18 12 53

87 36 12 14 18 11 55

94 23 11 13 19 16 59

67 19 15 20 23 14 72

54 22 8 13 16 16 53

85 27 18 18 22 18 76

56 45 15 20 23 14 72

74 20 22 16 15 16 69

82 50 20 14 21 14 69

77 61 15 13 20 14 62

64 22 15 11 22 14 62

88 9 19 20 22 19 80

75 12 15 12 16 17 60

77 19 20 15 17 12 64

48 41 22 13 18 16 69

56 33 17 11 19 14 61

91 5 15 13 16 17 61

84 36 16 16 20 16 68

80 24 15 13 17 16 61

59 2 15 19 22 16 72

82 18 23 19 18 19 79

89 44 22 16 17 11 66

80 21 9 11 19 16 55

102 10 16 12 10 13 51

110 41 21 18 13 16 68

23 14 15 16 14 16 61

95 9 12 16 14 13 55

69 4 12 7 20 7 46

109 11 13 7 17 9 46

90 26 15 13 19 16 63

87 53 19 11 22 17 69

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