print issn: 2231 · dr.setyabudi indartono, indonesia. dr.mohammed belal uddin, bangladesh ......

Print ISSN: 2231–4172

Vol.–IX, Special Issue, February 2018

EDITORIAL BOARD Dr. V. S. More, India Dr. S. M. Ahire, India Dr. Manoj Kumar, India Dr. Abha Gupta, U.S.A. Dr. Ravindra Rena Namibia Dr. Rifki Ismal, UK. Dr. Haitham Nobanee, UAE. Dr. Pinaki Mazumder, USA. Dr. Amit Kumar Dwivedi, India Michael Sunday Agba, Nigeria Dr. Shakeel Ahmed, India Dr. (Mrs.) Swalehak Pathan, India. Dr. El-Nabulsi Ahmad Rami,S. Korea. Dr Balakrishnan P, Malaysia Dr. Hj. K. Jusoff, Malaysia Dr. Mohd Zainal Abidin, Malaysia Dr. Vicky Mody, USA. Dr. Rusli Bin Hj Abdullah,Malaysia Dr. Lynn C. Dailey,USA Dr. Bhanu Shrestha, Korea Dr. Ahmed Umar Khan,India Hamou Reda Mohamed, Algeria Dr. Ghous M Khan,USA Edib Smolo, Malaysia Prof. Ekta Arora, India. Dr. (Sr.) Jaya Shanthi, India. Prof. Nawab Ali Khan, India Prof. Shiv K. Tripathi, Tanzania Pravin P. Ingole, Germany Dr. Ananda. S., Sultanate of Oman Dr.Mohammad Waqar Ashraf,Saudi Arabia Dr. Amitabh Deo Kodwani, India Dr. Anand Agrawal, Malaysia. Emil R. Kaburuan, Ph.D. ,Taiwan Dr.Tanu Kashyap,,India Dr. G.Ananthapadmanabhan, India Dr.Setyabudi Indartono, Indonesia. Dr.Mohammed Belal Uddin, Bangladesh Dr. S. D. Sindhkhedkar, India

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INDEXING

ProQuest, (UK), Cabell's Periodicals (USA), Directory of Open Access Journals (Sweden), Georgetown University Library (USA), Index Copernicus International (Poland), EBSCO Publishing (USA), E-International Scientific Research Journal Consortium (Philippines), Open J-Gate (India), Electronic Journals LibraryUniversity of Regensburg (Germany), The Ohio Library and Information Network, (USA), New York University Libraries (USA), Asian Education Index (Korea), Google Scholar, CNKI Scholar, (China), Ulrich's Periodicals

Directory (UK), Crossref DOI: 10.18843

-Journal of Arts, Science & Commerce ` ■ ISSN 2231-4172

International Refereed Research Journal Vol.–IX, Special Issue, February 2018

INDEX

1.

01-02 Keynote Lecture: Effect Of Psychological interventions for sports professionals

MVR Raju

2.

03-05 Development of Short - Catching Skill Test for Under 19 Cricket Players of

Maharashtra

Mantri Deepak Laxman

3.

06-08 A Comparative Study among Boy’s and Girl’s School Players Respect to Self-

Concept and Achievement Motivation

Dr. Quadri Syed Javeed & Dr. Jige Devidas Pandurang

4.

09-13 Burnout and Coping Among Elite Athletes

Dr. Mrunal. A. Bhardwaj

5.

14-19 Reaction Time as a Function of Cognitive Style Among Sports Students

Dr. Mahendra Balasaheb Patil

6.

20-24 Burnout and Personality Traits Among Athletic Trainers

Miss. Jaimala Ashok Sode

7.

25-27 Children’s Sports Participation and the Development of the Social competence:

The Comparative study

Prashant G. Sonawane & Dr. Mrunal A. Bharadwaj

8.

28-30 Recent Trends in Sports Psychology Research A Study of International Journal of

Physical Education, Sports and Health

Prof. Dr. M. A. Bhardwaj & S. A. Raravikar

9.

31-34 Effect of Concurrent Training Program on Selected Skill Related Fitness

Components of Intermediate Male Volleyball Players of Pune Rural Region

Mr. Vishal Prakash Gaikwad

10.

35-37 Impact of Yogic Practice on Mental Health Among Sportsmen

Dr. Quadri Syed Javeed

11.

38-40 A comparative Study on Aggression and Well – Being Between Batsmen & Bowlers

in cricket

Miss. Savita N. Pingle & Dr. Santosh Pawar

-Journal of Arts, Science & Commerce ` ■ ISSN 2231-4172

International Refereed Research Journal Vol.–IX, Special Issue, February 2018

12.

41-44 A Level of Aspiration and Well Being Among Team Players of Nashik City

Ashwini T. Kedare & Vijay Bachhav

13.

45-50 Personality Traits and Self-Esteem Among Female Players in Male Dominated

Sports

Akshay Rajesh Jadhav & Prof. Mrunal Bharadwaj

14.

51-54 Emotional Maturity and Level of Optimism Among Players

Vaishali Naikwadi & Prof. Mrunal Bharadwaj

15.

55-58 Aggression and Emotional Intelligence Perceived Amongst Sports Persons

Miss. Namrata V Jagwani, Miss. Saloni R Thakkar, Miss. Viralee C Desai & Prof. Roshani Satish Gujarathi

16.

59-62 Achievement Motivation: Participation in Outdoor and Indoor Sports

Dr. Sudhir Mulchand Pawar

17.

63-66 Personality and Sports Emotional Intelligence of Players and Non-Players: A

Psychological Perspective Dr. Rajashree Kapure & Ms. Disha Desai

18.

67-69 Effect of the Sports Participation on Academic Achievement Dr. Suhas Dnyaneshwar Yadav

19.

70-72 Impact of the Sports Participation on Self Confidence of Students Dr. Anil Bansidhar Wagh

20.

73-75 Neuro Linguistic Programming approach for Peaking athlete performance Poorva Shinde

21.

76-79 A Comparative Study of the Emotional Intelligence among Athletes Playing

Individual and Team Sports Ruby Pawar

-Journal of Arts, Science & Commerce ■ISSN2231-4172

International Refereed Research Journal Vol.–IX, Special Issue, February 2018[1]

Keynote Lecture

Effect Of Psychological interventions for sports professionals

MVR Raju,

Stress can be good or bad for a person engaged in a sporting event. Good stress can improve a performance

whereas bad stress can cause diminished performance. The body’s response to stress is to change the

biochemistry in the blood there by enabling the body can over compensate for a stressful event. Sport and

exercise psychology (SEP) professionals provide services to a range of participants in various domains (e.g.,

sport, exercise, military, performing arts, and music). Sport psychology interventions have primarily focused on

sport performance enhancement, and the focus of exercise psychology interventions has been on increasing

physical activity and self-regulating exercise habits (Holland et al, 2010). Although the two fields have different

objectives, it can be argued that sport psychology interventions—specifically psychological skills training

(PST) interventions—can inform SEP professionals’ research and applied practices with both the sport and

exercise populations.

“Psychological skills training” is a term that “was coined to describe techniques and strategies designed to teach

or enhance mental skills that facilitate performance and a positive approach to sport competition” (vealy 1988)

When SEP researchers and practitioners are developing PST interventions it is important that they make a clear

distinction between psychological qualities, psychological skills, and psychological strategies. “Psychological

qualities” are attributes that facilitate optimal performance, and they can be experienced to varying degrees

( Holland et al.,vealy,1988) “Psychological skills” involve the ability to regulate psychological qualities, such as

the ability to maintain self-confidence. “Psychological strategies”(e.g., thought control., vealy, 1988) are

methods used to purposefully teach those psychological skills and qualities. PST is of interest to SEP

professionals because it helps identifying the psychological qualities that are related to performance success and

well-being can serve as a guide in the development of PST interventions in both sport and exercise settings.

PSYCHOLOGICAL INTERVENTIONS:

“Imagery” involves athletes’ use of their “senses to re-create or create an experience in the mind”; it has

been argued to be the most widely studied technique in the PST.

“goal” is simply a target one strives to attain, “goal-setting” for athletes involves developing a plan that

focuses on specific task demands, mobilizes effort, encourages persistence through adversity, and promotes

problem-solving and the development of strategies to progress toward achievement of the goal.

“Thought management” involves athletes’ internal dialogue athletes have with themselves, often in the form

of giving reinforcement or instruction, self-evaluation, and interpreting feelings and perceptions.

Physical relaxation and arousal regulation are techniques used to help athletes’ manage their energy or level

of activation in order to match what is needed for optimal performance.



CURRENT TRENDS IN PSYCHOLOGICAL INTERVENTIONS:

Brown and Fletcher(2017) offered insight into the current trends andmental practice, goal-setting, team building,

and self-talk.Thelwell, Greenlees, and Weston identified(2010)Relaxation strategies were chosen because they

allow for a greater perception of control for physiological and psychological performance demands throughout

competition. Gardner and Moore state that mindfulness and acceptance-based models are in direct contrast with

traditional PST interventions.Zakrajsek and Martin(2012 )developed a multidimensional model which provides

a framework to illustrate how antecedents, such as the personal characteristics of both the SEP professional and

the user of the services, as well as situational factors. The model predicts a cyclical pattern in which intended

and actual use as well as satisfaction with services influences subsequent attitudes and beliefs

CONCLUSIONS:

Effectiveness of interventions based on a targeted outcome, that is, on attributing the success of PSD-focussed

interventions on athletes’ performance, on exercises changed physical-activity behaviour , are on the decrease

in injuries. Developing coping techniques is there most crucial element in balancing stress levels so that they

optimise instead of inhibit performance level. Relaxation ,visualisation / imagery, self talk, goal setting,

motivation and video review are all examples of systems that can be used by athletes. Self regulation training

cultivates once self confidence and attention control levels. Goal setting is another important system as making

realistic short term goals prevent one from getting overwhelmed, which can result in loss of focus. Having this

realistic Expectations is the only way one can eventually reach one’s long term goals.In addition, self doubts

regarding once performance and a desire to impress others will create a high level of anxiety which leads to

“choking” but let’s focus on the game is lost as is his/her physical control. Athletes that maintain a proper

combination of honing their physical skills and developing the mental game are able to adapt to any unfamiliar

situations that the encounter. According to research, Elite athletes use these ‘equalizing' techniques in some

combinations before, during and after competition and this gives them the greatest chance to thrive even when

the game is on the line.

-----


International Refereed Research Journal Vol.–IX, Special Issue, February 2018 [3]

Development of Short - Catching Skill Test for Under 19

Cricket Players of Maharashtra

Mantri Deepak Laxman,

SPA Coordinator,

Vibgyor High

Airoli, Navi Mumbai, India.

ABSTRACT

The purpose of the study was to develop Shot-Catching Skill test for Under-19 Cricket Players.

Population of the test was from different district associations, clubs, academy and gymkhana of

Maharashtra and players were selected by systematic sampling technique for the sample of the

study. The construct was determined initially, followed by the procedure of test construction.The

descriptive method was used as a method of investigation. The pilot study was conducted on 80

players. Procedure was modified based on observation of pilot study. This Skill Test was

constructed to measure the Shot-Catching Skill at five different levels. After the test was conducted

the reliability& objectivity was calculated and was found to be 0.921(**) and 1.000(**)

respectively at a significance level of 0.01 level of the skill test. It was concluded that the

Reliability and Objectivity was valid at significant level. Hence the test developed stands to be a

valid measure for measurement of shot catching skill of players under 19 years of age.

Keywords: Shot-Catching, standardized skill test.

INTRODUCTION:

The game of cricket is the second most popular game in the word, second only to soccer. Cricket in its early

days in England was considered a child’s game, not to be played by serious adults. In cricket there are mainly

four skills i.e. batting, bowling, fielding, and wicket keeping. In fielding catching plays an important role. You

have often heard from the commentators that catches win matches. Really it’s true as well. How would you feel

when opponent team’s player is on 99 and fielder miss the catch. Surely not too good or you would not have

expected this from him. The situation becomes even worst when a best player of the team drops the catch. The

saying is totally right from my point of view because if you do not take wickets on regular

intervals, you may face various problems. Fielders play a big role in cricket and without their support bowler’s

can go through a tough time. Nobody knows about the future and what is going in batsman’s mind. However, at

least bowler, captain and other senior members can make a strategy. They can place good fielders on those

places where batsman is hitting more shorts. There are more chances that they will take the catch easily. But still

as you know cricket is a funny game and anything can occur in it. So, during practice session, you can do catch

practice as well. Most of the coaches hit ball towards their players during net sessions. At that point of time, you

need to focus on your weak points and overcome them one after another. Apart from taking catches a good

fielder can also save lots of runs or look for a run out. It becomes handy in crunch situations. By saving runs,

you can create a pressure and force the batsman to hit more shorts in the air. They can make mistakes and lose

their concentration. At that time, you have more scope to take the wicket and win the match.

The objective of the study was to develop catching skill test for under-19 cricket players of Pune district. To

Establishing the validity, reliability, and objectivity catching skill test. To Prepare the Norms of catching skill test.

METHODOLOGY:

The present study was taken with a view to develop catching skill test for under- 19 cricket players form

Maharashtra. This study is a descriptive study. The researcher intended to construct test for cricket players as

there is no test available for testing Shot-Catching Skill for the cricket players. Professional under- 19 Cricket



players of Maharashtra from different district associations, clubs, academy and gymkhana were the population

for this study. 80 players were selectedby systematic sampling technique for the sample of the study. Skill test

was the tool for the collection of data.

The details of the test are given in table:

Sr no. Name of the test Variables

measured Units Equipments

1 Catching skill test

Hand eye

coordination and

reaction time

Points Bowling machine, balls, cones,

measuring tape

RESULT:

Descriptive Analysis of short-catching skill test

Table 1(N=80)

Mean Median Mode Std. Deviation Minimum Maximum

37 38 41 4 23 45

The Mean, Median, Mode, Std. Deviation, Minimum score and Maximum score of the test was

37, 38, 41, 4, 23, and 45 respectively

Estimating Validity, Reliability and Objectivity:

Table 2

Pearson Correlation Significant (2-Tailed)

Reliability (N=20) 0.921(**) 0.01 level

Objectivity(N=20) 1.000(**) 0.01 level

Validity Face Validity

(**)Significant level 0.01

To check the reliability of the test, test – retest reliability method was used and the pearson correlation was

0.921(**) with a significant level of 0.01 level. The test was conducted by two examiners for objectivity and the

pearson correlation was 1.000(**) with a significant level of 0.01 level.

CONCLUSION:

- The study develop catching skill test for under-19 cricket players of Maharastra.

- The study showed that the validity, reliability, and objectivity catching skill test is at significant level of (0.01).

DISCUSSION:

To develop the standard of sports good players needed. For that quality players should be selected and to select

a good player standardized is required. For that construction standard test is needed. The test is good when its

validity, reliability and objectivity are significant. The results of standard test will also be good. Various

researchers had constructed or developed various skill and fitness test for the improvement of sports. Like this

Kangane,S.E (2000) developed and standardized test battery for junior hand ball players of Maharashtra.

Kashid,A.P.(2010) studied the construction of the jump and service test in volleyball for boys under-21 and test

has good validity, reliability and objectivity. Nirmala (1985) constructed an objective skill test in hockey for

higher secondary school girls and the reliability was 0.68, 0.95 and 0.86 for three test items namely “Shooting

accuracy, hitting and stopping accuracy” respectively. The validity was obtained by comparing the test result

with the expert’s opinion while playing situation and was found 0.92 of all three test items. Like this with the

help of this test the coaches and the captain can select good players to improve the standard of the game.



REFERENCE:

Kansal, D. K. (1996). Test & measurement in sports & physical education. New Delhi: D.V.S. Publication

Miller, D. K. (2002). Measurement by the physical education. New York: McGrawn Hill companies.

Best, J.W. & Khan, J.V. (2009). Research in Education. New Delhi: PHI Learning Private limited.

Sharangpani,R.C. (1992). Fitness Training in cricket. Bombay: The marine sports publication division.

N.C.A. (2003). Manual for Successful Cricket Coaching.

Chodarkar, S.G. (2012). Study on development of football skill test. Unpublished thesis of masters in physical

education), Pune university, Pune.

J.Edwards.(1995). A study of three measures of the tens serve. MSPE, university of Wisconsin, Madison.

Kangane,S(2005). Development and standardized test battery for the selection of junior hand ball players of

Maharashtra. Unpublished desartation for Ph.d (physical education), Pune university, Pune.

Kashid, A.P. (2010). Study the construction of the jump and service test in volleyball for boys under-21.

Unpublished thesis of masters in physical education), Pune university, Pune.

Nirmala A. (1985). Construction of skill test in hockey for higher secondary school girls. Unpublished thesis of

masters of arts, physical education), Pune university, Pune.

Poteat, C. E. (1985). A Skill test battery to determine overall racquetball playing ability. Completed Research in

Health, Physical Education and Recreation, 27, P. 215.

Raikar, C. N. (2010). The effect of complex training on selected physical fitness components of cricket players

of under-17 boys. Unpublished thesis of masters in physical education), Pune university, Pune.

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A Comparative Study among Boy’s and Girl’s School Players

Respect to Self Concept and Achievement Motivation

Dr. Quadri Syed Javeed,

Head,

Department of Psychology,

M.S.S. Art’s Commerce and Science College,

Jalna, Maharshtra, India.

Dr. Jige Devidas Pandurang,

Research scholar,

India.

ABSTRACT

The objective of the present study was to examine the achievement motivation and self concept of

school players. Total 100 school players were selected the final study. Among them 50 subjects

were boy’s school players and 50 subject’s girl’s school players. The age range of players 13 to 18

years (M =16.08, SD = 2.97). First hypothesis was there will be significant difference between

boys and girls school players with respect to achievement motivation. And second hypothesis was

there will be significant difference between boys and girls school players with respect to self

concept. Achievement motivation inventory was constructed and standardized by B. N. Mukharji.

Results revealed that Girls school players had significantly high achievement motivation than the

boy’s school players. Second result was Girls school players had significantly high self concept

than the boy’s school players.

Keywords: achievement motivation, self concept, school players.

INTRODUCTION:

Achievement motivation and self-concept are very important to educational performance. Abraham Maslow

told when the need for love and belongingness are met; individual can then focus on higher level needs of

intellectual achievement. Many researched evidence to support that the contention that positive academic self-

concept contributes to academic achievement by enhancing the motivation to achieve. This study objective is to

explore to examine the achievement motivation and self-concept of school players.

Need for Achievement (nAch) (McClelland, 1961; McClelland & Winter, 1969) is one of the psychological

motives that play an important role in success and achievements of a man. Motivation as an academic

engagement refers to “cognitive, emotional, and behavioural indicators of student investment in and attachment

to education” (Tucker, Zayco, & Herman, 2002, 477). Achievement motivation has been defined as the extent to

which individuals differ in their need to strive to attain rewards, such as physical satisfaction, praise from others

and feelings of personal mastery (McClelland, 1985). People with high achievement motives will act in ways

that will help them to outperform others, meet or surpass some standard of excellence, or do something unique

(Schmidt & Frieze, 1997,427). All students are influenced by a need to achieve to a certain degree. Those

students, who hold a high desire of success, work hard to achieve (Zenzen, 2002, 10).

Chowdhury, and Pati, (1997, 135) assert that ‘self-concept plays a significant role in the educational process

when a child is accepted, approved, respected and liked one will have an opportunity to acquire an attitude of

self-acceptance and respect for one self’. According to Wang and Lin (2008)self-concept was seen as the

general confidence that individuals felt about themselves and the levels of an individual’s self-concept predict

whether or the extent to which he or she was able to accomplish academic tasks successfully or unsuccessfully.

They further quote Byrne that much of the earlier interest in the self-concept versus achievement relationship

stemmed from the belief that academic self-concept had motivational functions and thus, changes in academic

self-concept would lead to changes in subsequent academic achievement.

Abouserie (1995) gives evidence that self-concept and achievement motivation are correlated and his

analysissuggests that self-concept makes a positive contribution to students’ scores on deep processing.

Achievement motivation contributes positively to students’ scores on achieving orientation, meaning orientation



and methodical study. Findings of many studies (Abouserie, 1995; Tella, 2007; Broussard, 2002; Wilkins, 2006)

suggest that achievement motivation and self concept are directly and indirectly related to academic

achievement. Highly motivated students perform better academically than the lowly motivated students (Tella,

2007). Therefore the students’ personality variables in general and self-concept and achievement motivation in

particular, have substantial influence on their approaches to study.

Juan Antonio et, al., (2012) found that sport competence and physical condition were the domains of physical

self-concept that had a greater connection with goal orientations and motivational climates. Gender differences

were also identified for all variables except for task orientation. In addition, the task-involving motivational

climate was the main predictor in the sport competence and physical condition subscales in the case of the girls,

while ego and task orientation were, respectively, the strongest predictors for the same physical self-concept

subscales in the case of the boys.

OBJECTIVE OF THE STUDY:

The objective of the present study was to examine the achievement motivation and self-concept of school

players.

HYPOTHESIS:

1) There will be significant difference between boys and girls school players with respect to achievement

motivation.

2) There will be significant difference between boys and girls school players with respect to self concept.

METHOD SAMPLE:

Total 100 school players were selected the final study. Among them 50 subjects were boy’s school players and

50 subject’s girl’s school players. The age range of players 13 to 18 years (M =16.08, SD = 2.97).

TOOL:

1) Achievement Motivation Inventory:

This test is developed and standardized by B.N. Mukharji. The test consisted of 50 Items. The subjects were

required to respond to each item in terms of 'Always' Neutral and 'Sometimes'. The test –retest Reliability

Coefficient Range from .83 to .89.

2) Self-Concept Scale (SCQ):

This scale was constructed and standardize by Dr. Raj Kumar Saraswat. The inventory is useful in measuring

Self-concept in six areas, namely Physical, Social, Temperamental, Educational, Moral and Intellectual. The

inventory consists of 48 items, each item is provided with five alternatives ‘Strongly Agree’, ‘more agree’,

‘agree’, ‘disagree’, and ‘disagree’,

Reliability of the inventory was found by test retest method, and it was found to be .91 for the total self-concept

measure. Reliability coefficient of its various dimensions varies from .67 to .88. Expert’s opinions were

obtained to establish the validity of the inventory. 100 items were given to 25 psychologists to classify the items

to the category to which it belongs. Items of highest agreement and not less than 80% of agreement were

selected. Thus the content and construct validity were established.

PROCEDURES OF DATA COLLECTION:

For data collection first permission has been taken from respective sources than the despondence has been

selected for data collection. Personal data sheet (PDS) has been given to collect the preliminary information

with respect to subject’s related variables then standardized test administer to the subjects. Before that rapport

was established with subjects. And they have been told that their responses were kept confidential and the

information is used for research purpose only.

VARIABLE: Independent variable: Gender: a) Boys b) Girls

Dependent variable: 1) Self Concept 2) Achievement



STATISTICAL INTERPRETATION AND DISCUSSION:

Table 01: Boys and Girls School Players have shows Mean, S.D. and “t” Value dimension of self-concept

Gender Mean S.D SE N df “t”

Boy 125.67 8.97 1.26 50 98 8.61**

Girl 142.30 10.28 1.45 50

Mean of boys school players 125.69 and second mean of girls players 142.30. And the difference between the

two mean is highly significant ‘t’ (98) = 8.61, P < 0.01). It was found that the girl’s school players had

significantly high achievement motivation than the boy’s school players.

Riffat -un-Nisa Awan et al, (2011) found that The results revealed that achievement motivation and self-concept

were significantly related to academic achievement. Significant gender differences were discovered which were

in favor of girls.

Table 02: Boys and Girls School Players have shown Mean,

S.D. and “t” Value dimension of achievement motivation

Gender Mean S.D SE N df “t”

Boy 31.59 4.71 0.66 50

98 6.07** Girl 37.90 5.63 0.79 50

Mean of boys school players 31.59 and second mean of girls players 37.90. And the difference between the two

mean is highly significant ‘t’ (98) = 6.07, P < 0.01). It was found that the girl’s school players had significantly

high achievement motivation than the boy’s school players.

Opposite result found that Quadri S J (2013) Boys Interschool Players had Significantly High Achievement

Motivation than Boys Interschool Players.

REFERENCES:

Abouserie, R. (1995). Self-esteem and achievement motivation as determinants of students’ approaches to

studying, Studies in Higher Education, 20: 1, 19-26

Achievement and Self-Concept of Elementary School Children, Early Child Development and Care, 137:

1,133-143

Chowdhury, A., & Pati, C. (1997). Effect of Selected Family Variables on Social Preference, Academic

Quadri Syed Javeed (2013). A Study of Achievement Motivation of Boysand Girls Interschool Players. Indian

Streams Research Journal. Volume 2, Issue.12, Jan. 2013.

Riffat -un-Nisa Awan, Noureen Ghazala, Naz Anjum (2011). A Study of Relationship between Achievement

Motivation, Academic Self Concept and Achievement in English and Mathematics at Secondary Level.

International educational studies, Vol 4, No 3 (2011) Awan.

Zanobini, M., & Usai, M. C. (2002). Domain-specific Self-concept and Achievement Motivation in the

Transition from Primary to Low Middle School, Educational Psychology, 22: 2, 203-17.

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Burnout and Coping among Elite Athletes

Dr. Mrunal A. Bhardwaj,

Professor, HOD and Vice-Principal

PG Department of Psychology& Research Centre

L.V.H. Arts, Science & Commerce College, Panchavati, Nashik, Maharashtra.

Affiliated to SavitribaiPhule Pune University, India.

ABSTRACT

Objectives: The present research was framed to study the burnout and coping among elite athletes.

Methods: The sample included a total of 30 elite athletes (Cricket, Football and kabadi) in Nashik

city. Two measures were used i.e. MaslachBurnout Inventory (MBI) and Coping strategies

Inventory (CSI) by David Tobin. Means and SDs were computed and Pearson product movement

correlation was applied to check the relationship between burnout and coping among elite athletes.

Result: The correlation score between emotional exhaustion, personal accomplishment subscales

of burnout and coping is negatively correlated. And Depersonalization and coping is positively

correlated with coping. It indicates that higher the level of burnoutlower the coping ability.

Conclusion: The result revealed that negative relationship was found in two subscales of burnout

and positive relationship between one subscale of burnout and coping patter of elite athletes. It

indicate that higher the level of burnout lower the ability of coping and lower the burnout higher

the ability of coping among elite athletes.

Keywords: Burnout, Coping and Elite Athletes.

INTRODUCTION:

Burnout is the reaction to the chronic type of stress which involves negative kind of interactions between the

personal and environmental characteristics. According to the Dick & Wagner (2001) burnout is the result of

prolonged exposure to stress. Burnout is a chronic condition which develops when a person is working too hard

for long period of time in high-pressure conditions. Burnout is often responsible for human service occupations,

and is thought to be an imbalance between resources and demands that causes stress (Maslach & Jackson, 1985).

Burnout is effecting on psychological as well as physical health that produced the symptoms such as anxiety,

tension, fatigue, insomnia, exhaustion, and depression (Cherniss, 1992).

Burnout leads to physical and emotional exhaustion, cynicism, and a lowered sense of self-efficacy which is

responsible for work related stress. (Weiten W & Lloyd M., 2004 7th ed)

Exhaustion: Involves chronic fatigue, weakness, and low energy.

Cynicism: Negative attitudes towards oneself, one’s work, and life in general.

Reduces self-efficacy: Declining feelings of competence at work, feeling of hopelessness and helplessness.

Burnout is a cumulative stress reaction to ongoing occupational stressors. Factors in the workplace promote

burnout included over workload, interpersonal conflicts at work place, lack of control over work responsibilities

and outcomes and inadequate recognition for ones work.

COPING:

A Persons mental & physical health depends on their ability to cope effectively with stress. Coping refers to

reduce or tolerate the demands which are created by the stress.

“Coping means to invest own conscious efforts to solve the personal and interpersonal problems in order to try

to minimize or tolerate the stress and conflicts”.

A number of researcher have attempted to identify and classify the various coping techniques that people use in

dealing the stress. The number of coping strategies are available but people come to choose on some strategies

more than others. It means individuals have their own style of coping which is depending on situational



demands. The adaptive value of various coping technique depends on the exact nature of the situation.

There are some relatively common coping patter that tend to be less than optimal. Some of them tactics may be

helpful in certain circumstances but more often than not they are counterproductive. (Weiten W & Lloyd M.,

2004 7th ed)

1) Giving up

2) Striking out of others

3) Indulging own self

4) Blaming own self

5) Using defensive coping

CONSTRUCTIVE COPING TACTICS:

Constructive coping means to deal with stressful event that are relatively healthful. This type of coping does not

depend particularly on one’s intelligence. Constructive coping depends on persons thinking which is related to

mental and physical health. Constructive coping involves confronting problems directly. Constructive coping is

based on realistic appraisal of stress and coping resources.

Moos and billings divided constructive coping techniques into three types: (Weiten W & Lloyd M., 2004 7th ed)

1) Appraisal Focused : Detecting and disputing negative self-talk

2) Problem Focused: Active planful problem solving

3) Emotional Focused: Releasing pent-up emotions

ELITE ATHLETES:

In sociological theory the word elite come from the French word élite and Latin word eligere which means a

small group of people they are powerful and they can control the wealth, and hold the privilege or political

power in a society.

Elite athlete means sportsmen they are performing in teams or individual levels on national and international

levels competitions. Elite athletes means sportsman they are ready to take the risk of injury.

REVIEW OF LITERATURE:

Gharedaghi B et al (2015) conducted a comparative study on resilience and stress coping strategies among the

elite team and individual athletes, and non-athletes for that purpose they selected 180 subjects out of this 60

subjects were athletes and 60 subjects were non-athletes in various sports and found that there is no significant

difference between resilience and stress coping strategies among athletes of individual and team sports and non-

athletes.

Moen F et al (2017) investigated the psychological determinants of burnout among junior athletes. The study

was conducted on 356 junior elite athletes from different sports and found that some psychological factors

effecting on burnout among elite athletes.

Pensgaard A.M. et al (1998) explored the relationship between stress, control, and coping among elite athletes.

The research was conducted on 69 Norwegina Winte Olympic athletes and found that the stress was

experienced during the time period prior to the competition and lack of control and low satisfaction with

performance.

Mark H Anshel et al (2007) investigated the relationship between acute stress and coping style in competitive

sports in terms of gender for that purpose they the study on 332 players out these176 males and 156 females and

found that coping style is related to acute stress

METHODS:

Hypotheses:

H1: There would be moderate level of burnout among elite athletes.

H2: There would be a relationship between burnout (Emotional Exhaustion, Depersonalization and Personal

Accomplishment) and coping among elite athletes.

Sample:

The sample for the present research consisted of 30 male elite athletes (Cricket = 12, Football = 10 and Kabadi

= 08) from Nashik city. The sampling method was purposive sampling and the age range of the sample was 20 -

30 years.



Procedure:

For the present study 30 male elite athletes were selected, who were ready to cooperate. At the initial level,

criterion test was administered on the group and study their level of burnout and coping and obtained results

were correlated to check whether any significant relationship could be found in the level of burnout and coping

among elite athletes.

RESEARCH VARIABLES:

1) Burnout

2) Coping

3) Male Elite Athletes

Controlled Variables:

1) Age

2) Region (Nashik city only)

3) Gender

4) Games (Cricket, Football and Kabadi only)

RESEARCH DESIGN:

The present research is a correlational study.

Tools:

1) Maslach Burnout Inventory (MBI): By Christina Maslach, Susan E Jackson & Michael P Leiter

The MBI constitutes of 22 items which are divided into three subscales: Emotional Exhaustion (EE),

Depersonalization (D) and Personal Accomplishment (PA). The items are answered on 7 point scales ranging

from 0 to 6. The 9 items on Emotional Exhaustion (EE), 5 items on Depersonalization (D) and 8 items on

Personal Accomplishment (PA). Higher the scores on first (EE) and second (D) subscales means higher the

degree of burnout and lower the scores on third subscale (PA) means higher the burnout.

Reliability: Internal consistency by Cronbach’s alpha coefficient for the subscales were .90 for EE, .79 for D

and .71 for PA. Test retest reliability coefficient for the subscales were .80 for EE, .60 for D and .60 for PA.

Validity: The validity of the test was highly satisfactory.

2) Coping strategies Inventory (CSI): By David Tobin

These inventory is based on Lazarus ways of coping questionnaire. The CSI constitutes of 72 items from 14

type of subscales including 8 primary scales, 4 secondary scales and 2 tertiary scales. The items are answered

on 5 point Likert type scale.

Reliability: The Reliability Cronbach’s alpha coefficient is .71 to .94


OPERATIONAL DEFINITION:

1) Burnout: Scores of individuals as measured by burnout scale by ……….

2) Coping: Scores of individuals as measured by coping strategies inventory (CSI) by David Tobin with

respect to 14 subscales.

3) Elite Athletes: Elite athlete means a professional person/player who play on national or international level.

RESULT AND DISCUSSION:

To analyze the data means and SD were calculated and Pearson r-correlation was computed to check the

relationship. The obtained data is systematically presented in the following tables.

Table 1: Showing the relationship between Burnout (Emotional Exhaustion) and coping (N=30)

Variable N Mean SD r-value Level of Sig

Burnout (Emotional Exhaustion) 30 89.98 9.63 - 0.81 S

Coping 30 91.23 10.23

Table no 1 shows the negative correlation between emotional exhaustion and coping among elite athletes. For

this analysis Pearson’s product movement correlational method was used. The correlation between emotional

exhaustion the subscale of burnout and coping among elite athletes is - 0.81 and it is significant. This indicates



that emotional exhaustion characterized by chronic fatigue at work area, trouble in sleeping, physical problems

and some time they feel depression which leads to low level of coping ability among elite athletes.

Table 2: Showing the relationship between Burnout (Depersonalization) and coping (N=30)


Burnout (Depersonalization) 30 29.98 6.32 0.75 0.01

Coping 30 91.23 10.23

Table no 2 shows the positive correlation between depersonalization and coping among elite athletes. The

correlation between depersonalization the subscale of burnout and coping among elite athletes is 0.75 and it is

significant at 0.01 level. Depersonalization characterized by cynicism, negative attitudes towards the own self,

guilt feeling, avoidance of social contacts and withdrawing into situations. The results indicate that low level of

depersonalization leads for the high level of coping ability among elite athletes.

Table 3: Showing the relationship between Burnout (Personal Accomplishment) and coping (N=30)


Burnout (Personal Accomplishment) 30 21.54 6.12 - 0.62 0.01

Coping 30 91.23 10.23

Table no 2 shows the negative correlation between personal accomplishment and coping among elite athletes.

The correlation between personal accomplishment the subscale of burnout and coping among elite athletes is -

0.62 and it is significant at 0.01 level. This indicates that personal accomplishment characterized by they

assesses himself negatively, they feels they are unable to move the situation forward. They are doubtful about

their genuine abilities to accomplish the things this affects the coping ability among elite athletes.

CONCLUSION:

1) There is a high level of burnout among elite athletes.

2) There is a negative relationship between Emotional Exhaustion and coping among elite athletes.

3) There is a positive relationship between Depersonalization and coping among elite athletes.

4) There is a negative relationship between Personal Accomplishment and coping among elite athletes.

INTERVENTIONS:

The Present research study will be helpful in developing intervention strategies for the elite athletes they

experience high level of burnout during their sports performance and career so that the health issues can be

substantially reduced. The educational institutes and private institutes can setup some and guidance counseling

cells for the athletes which can help them to improve their coping patterns and control the stress and burnout.

LIMITATION:

1) The present data is collected from Nasik city only the result cannot be generalized.

2) The sample size is limited.

3) The age group of the sample was limited.

4) The types of sports is specific.

SUGGESTIONS:

1) The research can be further conducted on a large group.

2) Gender difference can also be studied.

3) The research can be conducted on a wider age group.

REFERENCES:

Cherniss, C. (1992). Long terms consequences of burnout: An exploratory study. Journal of Organizational

Behavior, 13, 1-11.

David Tobin, Manual of Coping strategies Inventory

Dick, R., & Wagner, U. (2001). Stress and strain in teaching: a structural equation approach. British Journal of



Educational Psychological, 71, 243-259

Gharedaghi Boghrabadi, Shahla & Arabameri, Elaheh & Sheikh, Mahmood. (2015). A Comparative Study on

Resiliency and Stress Coping Strategies among Individual and Team Elite Athletes and Non-Athletes. 5.

566-572.

Maslach, C. (1976). Burned-out. Human Behavior, 5, 16-22.

Mark H Anshel and Toto sutarso (2007). Relationships between sources of acute stress and athletes’ coping style

in competitive sport as a function of gender, Psychology of Sport and Exercise, Volume 8, Issue 1,

January 2007, Pages 1-24.

Moen F, K. Myhre and . Sandbakk (1998). Psychological Determinants of Burnout, Illness and Injury among

Elite Junior Athletes, A peer-reviewed journal of sports, published by the United States Sports Academy.

Pensgaard, A. M. and Ursin, H. (1998). Stress, control, and coping in elite athletes,183-189

Scandinavian Scandinavian Journal of Medicine & Science in Sports publisher Blackwell Publishing Lt

Rice SM, Purcell R, De Silva S, Mawren D, McGorry PD, Parker AG. The Mental Health of Elite Athletes: A

Narrative Systematic Review. Sports Medicine (Auckland, N.z). 2016;46(9):1333-1353.

doi:10.1007/s40279-016-0492-2.

Schaufeli, Wilmar & Leiter, Michael & Maslach, Christina & Jackson, Susan. (1996). Maslach Burnout

Inventory - General Survey (GS). Maslach Burnout Inventory Manual. 31.

Wayne weiten & Margaret A. Lloyd (2004). Psychology of Applied to Modern Life (7th edition), Thomas

Wadsworth.

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Reaction Time as a Function of Cognitive Style Among Sports Students

Dr. Mahendra Balasaheb Patil,

Assistant Professor,


V. P. S. P. M. S.

Arts, Commerce & Science College, Kannad, India.

ABSTRACT

The motivation behind this investigation is to decide reaction time based on cognitive style among

grown-ups sports students, for this investigation Purposive randomized sampling technique was

employed to select the participants. Initially sample of 220 subjects was taken from the population

and the effective sample was consist of 120 sports students, in which 60 sports students was male

and another 60 sports students was female, both groups from male and female sports students was

equally classify in sports students possess systematic and sports students possess intuitive

cognitive style.. To determine Pattern of cognitive style, Cognitive Style inventory (CSI) developed

by Dr. Praveen Kumar Jha, was used and To determine reaction time of the individual to R.T.

Apparatus was used, mean, S.D. and ‘F’ test was applied to find out the difference between groups.

The result obtained through the study showed Sports students possess systematic cognitive style

exhibit lower reaction time than sports students possess intuitive cognitive style.

Keywords: Sports Students, Reaction Time, Cognitive Style.

INTRODUCTION:

Reaction time is the length of time it takes to respond to a stimulus. Reaction time is important when driving,

when playing sports, in emergency situations, and in many day-to-day activities. Reaction time depends on

nerve connections and signal pathways. Reaction time is the measurement of how long it takes for brain and

nerves to react to a stimulus.

Cognitive styles portray how the individual gets learning (discernment) and procedures data

(conceptualization). Cognitive styles are identified with mental practices which people apply routinely when

they are taking care of issues. When all is said in done, they influence the manner by which data is gotten,

arranged, and used. Cognitive style is generally portrayed as a steady and constant identity measurement which

impacts demeanours, qualities, and social communication. It is a normal for psychological handling which is

specific to someone in particular or class of people.

There are a wide range of meanings of Cognitive style. Tennant (1988) characterized subjective styles as "a

person's trademark and reliable way to deal with arranging and handling data". Riding, Glass, and Douglas

(1993) named subjective styles as "a genuinely settled normal for an individual" and "are static and are

generally in-manufactured highlights of the person". In light of the above definitions, in the creators'

perspectives, subjective/learning styles allude to the person's predictable and trademark inclinations of seeing,

recollecting, sorting out, preparing, considering, and critical thinking.

By and large, in mental estimation, the interim of time between the introduction of a jolt to a subject and the

start of the subject's reaction to that boost. A few classes of response time, for example, straightforward

response time, have been built up and examined in exploratory brain science. In a basic response time test, the

subject is given one straightforward jolt, for example, a light, and taught to perform one basic reaction, for

example, squeezing a catch. In a segregation response time try, the subject is given one of at least two unique

boosts, for example, a red light and a green light, and educated to play out a reaction to just a single of the jolts,

for example, squeezing a catch when the red light is displayed however not when the green light is introduced.

In a decision response time test, the subject is given one of at least two unique boosts, for example, a red light

and a green light, and taught to perform distinctive reactions relying on which jolt is introduced, for example,

squeezing a red catch when the red light is displayed and squeezing a green catch when the green light is



exhibited. There are different composes, and numerous varieties of response time tests.

Mental chronometry or Reaction Time is the utilization of reaction time in perceptual-engine assignments to

derive the substance, term, and fleeting sequencing of subjective operations. Mental chronometry is one of the

centre ideal models of experimental and psychological brain research, and has discovered application in

different controls including subjective psychophysiology, intellectual neuroscience, and behavioral

neuroscience to explain components basic intellectual preparing.

Mental chronometry or Reaction Time is examined utilizing the estimations of response time (RT). Response

time is the slipped by time between the introduction of a tactile boost and the consequent behavioral reaction. In

psychometric brain science it is thought to be a list of speed of preparing (Jensen, A. R. 2006). That is, it shows

how quick the mastermind can execute the psychological operations required by the job that needs to be done.

Thus, speed of handling is viewed as a record of preparing proficiency. The behavioral reaction is ordinarily a

catch press yet can likewise be an eye development, a vocal reaction, or some other perceptible conduct.

Reaction time is the total response time in addition to development time. Normally the concentrate in inquire

about is on response time. There are four fundamental methods for measuring it: Simple response time is the

movement required for a spectator to react to the nearness of a boost. For instance, a subject may be made a

request to press a catch when a light or sound shows up. Mean RT for school age people is around 160

milliseconds to distinguish a sound-related jolt, and roughly 190 milliseconds to identify visual boost (Kosinski,

R. J. 2008, Taoka, George T. 1989). The mean response times for sprinters at the Beijing Olympics were 166 ms

for guys and 189 ms for females, however in one out of 1,000 begins they can accomplish 109 ms and 121 ms,

individually (Lipps, D.B.; Galecki, A.T.; Ashton-Miller, J.A. 2011). Strangely, this investigation additionally

inferred that more extended female response times can an ancient rarity of the estimation technique utilized,

recommending that the beginning piece sensor framework may disregard a female false-begin because of

deficient weight on the cushions. The creators proposed making up for this limit would enhance false-begin

discovery exactness with female sprinters.

Acknowledgment or Go/No-Go response time assignments require that the subject press a catch when one boost

write shows up and withhold a reaction when another jolt compose shows up. For instance, the subject may

need to press the catch when a green light shows up and not react when a blue light shows up. Decision

response time (CRT) undertakings require particular reactions for every conceivable class of boost. For

instance, the subject may be made a request to squeeze one catch if a red light shows up and an alternate catch if

a yellow light shows up. The Jensen box is a case of an instrument intended to gauge decision response time.

MENTAL CHRONOMETRY OR REACTION TIME AND COGNITIVE DEVELOPMENT:

There is broad late research utilizing mental chronometry for the investigation of intellectual improvement. In

particular, different measures of speed of preparing were utilized to inspect changes in the speed of data

handling as an element of age. Kail (1991) demonstrated that speed of preparing increments exponentially from

early adolescence to early adulthood (Kail, R. 1991). Investigations of response times in youthful offspring of

different ages are reliable with normal perceptions of youngsters occupied with exercises not ordinarily

connected with chronometry. This incorporates speed of tallying, going after things, rehashing words, and other

creating vocal and engine aptitudes that grow rapidly in developing children(Case, Robbie 1985).

When achieving early development, there is then a long stretch of security until the point that speed of handling

starts declining from middle age to infirmity (Salthouse, 2000). Truth be told, psychological abating is viewed

as a decent file of more extensive changes in the working of the mind and insight. Demetriou and partners,

utilizing different strategies for measuring rate of handling, demonstrated that it is nearly connected with

changes in working memory and thought (Demetriou, Mouyi, and Spanoudis, 2008, 2009). These relations are

broadly examined in the neo-Piagetian hypotheses of subjective advancement.

Amid senescence, RT break down (as does liquid knowledge), and this crumbling is efficiently connected with

changes in numerous other subjective procedures, for example, official capacities, working memory, and

inferential procedures. In the hypothesis of Andreas Demetriou, one of the neo-Piagetian speculations of

psychological improvement, change in speed of preparing with age, as showed by diminishing response time, is

one of the critical components of intellectual advancement.

MENTAL CHRONOMETRY AND COGNITIVE ABILITY:

Standard deviations of response times have been observed to be all the more unequivocally corresponded with

measures of general knowledge (g) than mean response times. The response times of low-g people are more



spread-out than those of high-g people (Van Ravenzwaaij, Don; Brown, Scott; Wagenmakers, Eric-Jan, 2011).

The reason for the relationship is indistinct. It might reflect more proficient data preparing, better attentional

control, or the uprightness of neuronal procedures.

SIGNIFICANCE OF THE PROBLEM:

Individual might want to be aced at each phase of various assignments and on these conditions distinctive

perspectives assume essential parts, for instance intellectual working assumed adequately part. Each phase of

life has its own one of kind requests to be met by the individual. In the present situation, life has turned out to

be increasingly accused of stresses and strains. These burdens and strain go on progressively troubling human

eco-framework. Still psychological capacity of human can comprehend and adapt to these stressors, yet couple

of subjective variables impeded these trials.

Only because of interest of the perspective of sports psychology the investigation was be attempted to see

whether human subjective working impacted to such imperative factors as response time. On the off chance that

noteworthy impact of psychological working on the variable i.e. response time discovered then expectation of

an any sports person's conduct is conceivable.

STATEMENT OF THE PROBLEM:

To study the Reaction Time as a Function of cognitive style among sports students.

OBJECTIVES:

1. The motivation behind this investigation is to decide reaction time based on cognitive style among grown-

ups sports students.

2. To see if there are singular contrasts among response time as far as subjective style among sports personal.

3. To discover the capacity of the person to sort data from his or her condition and specifically respond to this

data based on subjective style.

HYPOTHESES:

1. Sports Students possess systematic cognitive style will be exhibit lower reaction time than sports students

possess intuitive cognitive style.

2. Male sports students will be exhibit lower reaction time than female sports students.

3. There is significant interaction effect between cognitive style and gender on reaction time of sports students.

METHODOLOGY:

Participants and Sample :

The population of the study was undergraduate sports students from Kannad, Dist. Aurangabad, Maharashtra.

Purposive randomized sampling technique was employed to select the participants. Initially sample of 220

subjects was taken from the population and the effective sample was consist of 120 sports students, in which 60

sports students was male and another 60 sports students was female, both groups from male and female sports

students was equally classify in sports students possess systematic and sports students possess intuitive

cognitive style. The efforts was made to have the sample as representative as possible in terms of area of living,

education, sports. All the subjects were from similar kind of socio-economic status and they were being not

having any kind of spectacles or visual illness, as well as all sports students were be participated at least one

outdoor sports game at university level and still they were practicing daily two hours of same.

Sample Distribution

Male Sports

Students

Female Sports

Students Total

Intuitive cognitive style 30 30 60

Systematic cognitive style. 30 30 60

Total 60 60 Total N = 120



Variables:

1) Cognitive Style and gender are independent variable in this study.

2) Reaction Time of sports students is dependent variables in this study.

Research Design: Design: - 2x2

A

A1 A2

B B1 A1B1 A2B1

B2 A1B2 A2B2

A = Cognitive Style. A1 = Intuitive Cognitive Style.

A2 = Systematic Cognitive Style.

B = Gender.

B1 = Male sports students.

B2 = Female sports students.

MEASUREMENT TOOLS:

Cognitive Style: To determine Pattern of cognitive style, Cognitive Style inventory (CSI) developed by Dr.

Praveen Kumar Jha, was used, which measures the ways of thinking, judging, remembering, storing

information, decision making and believing in interpersonal relationship. Inventory consists of 40 items which

measure systematic cognitive style and intuitive cognitive style consisting of 20 items each on a five point

Likert format.

Reliability of the test was determined by two methods viz. split half and test-retest method. The full length split

half reliability of CSI was 0.653 and the test retest reliability of the whole test was calculated to be 0.39 and for.

The validity of the scale was measured by getting evaluation of each item by six judges, only those items were

included in preliminary scale which got agreement by majority of judges. It ensures high content validity. The

internal validity was determined by calculating discriminative power of each item in terms of phi-coefficient

correlation and chi square.

Reaction Time: To determine reaction time of the individual to R.T. Apparatus was used, giving simple

discriminatory and choice reactions for visual and auditory stimuli with built in chronoscope. It features four

stimuli, two response keys and a ready signal. Switches for selecting Right or Left response key for any

stimulus is provided. Chronoscope is a 4 digit Chronoscope with least count of 1/1000 sec,. Works on 230 volts.

A.C. a. With 2 auditory and 2 visual Stimuli.

Procedure:

Initially researcher was categorized the sports students in male–female, and again both groups from male sports

students and female sports students was equally classify in systematic and intuitive cognitive style and conduct

Reaction Time experiment on 120 subjects and record the score on with the help of individual interview technique.

Purposed Statistical Procedure: The sample was available for statistical analysis consisted of 120 subjects after data collection. For the each

subject, initially data of each group were separately scrutinized by employing descriptive statistics i.e. mean and

S.D. The statistical analysis was mainly consisted of inferential statistics i.e. Two Way ANOVA with the help

of SPSS.

Result Analysis:

On the basis of close scrutiny brief summary of the results relevant to the hypotheses are presented below.

Hypothesis No. 1: Sports Students possess systematic cognitive style will be exhibit lower reaction time than

sports students possess intuitive cognitive style.

Table 1.1: Showing the Mean, S. D. & F value for Cognitive Style on Reaction Time of Sports Students

Cognitive

Style N Mean S.D. Source

Sum of

Squares df

Mean

Square F Sig.

Intuitive 60 36.05 13.28 Cognitive

Style 1425.780 1 1425.78

8.53 0.01

Systematic 60 30.71 13.01 Error 32746.44 116 167.07



Results revealed that the mean score of sports students possess systematic cognitive style (30.71) is found

significantly lower than mean scores of sports students possess intuitive cognitive style (36.05) on Reaction

Time. F value (F=8.53, (1, 116) P < 0.01) shows significant differences between systematic and intuitive

cognitive style of sports students on reaction time. On the basis of obtained results it can be concluded that

sports students possess systematic cognitive style exhibit lower reaction time than sports students possess

intuitive cognitive style.

Thus Hypothesis No. 1 stating that Sports Students possess systematic cognitive style will be exhibit lower

reaction time than sports students possess intuitive cognitive style has proven.

Results are concordance with study conducted by Deary, I. J.; Der, G.; Ford, G. (2001) has announced medium-

sized connections between's response time and measures of knowledge: There is hence a propensity for people

with higher IQ to be speedier on response time tests. Research into this connection between mental speed and

general knowledge (maybe first proposed by Charles Spearman) was re-advanced by Arthur Jensen, and the

"Decision response Apparatus" related with his name turned into a typical standard instrument in response time-

IQ explore. The quality of the RT-IQ affiliation is a subject of research. A few investigations have detailed

relationship between straightforward response time and knowledge of around (r=−.31), with an inclination for

bigger relationship between decision response time and insight (r=−.49)

Hypothesis No. 2: Male sports students will be exhibit lower reaction time than female sports students.

Table 1.2: Showing the Mean, S. D. & F value for Gender on Reaction Time of Sports Students

Gender N Mean S.D. Source Sum of

Squares df

Mean

Square F Sig.

Female Sports Students 60 31.61 13.03 Gender 626.58 1 626.58 3.75 0.05

Male Sports Students 60 35.15 13.56 Error 32746.44 116 167.07

A glance of the results shows the mean score (31.61) of male sports subjects is found comparatively smaller

than mean scores (35.15) of subjects female sports subjects on reaction time. Analysis of variance (F = 3.75, (1,

116) P < 0.05) indicate that significant difference between male and female sports students on reaction time, it

means male sports students exhibit lower reaction time than female sports students.

Thus Hypothesis No. 2 stating that Male sports students will be exhibit lower reaction time than female sports

students supported by results.

Results are consonance with study conducted by Bates, T. C.; Stough, C. (1998) argued that a great part of the

hypothetical enthusiasm for response time was driven by Hick's Law, relating the incline of response time

increments to the many-sided quality of choice required (measured in units of vulnerability promoted by Claude

Shannon as the premise of data hypothesis). This guaranteed to interface knowledge straightforwardly to the

determination of data even in extremely fundamental data assignments. There is some help for a connection

between the incline of the response time bend and insight, as long as response time is firmly controlled.

Hypothesis No. 3: There is significant interaction effect between cognitive style and gender on reaction time of

sports students.

Table 1.3: Showing the Interaction Effect of cognitive style and gender on reaction time of sports students

Source Sum of Squares df Mean Square F Sig.

Cognitive style and gender 832.320 1 832.320 4.98 0.01

Error 32746.440 116 167.074

Total 258476.000 120

Table 1.3 depicts the Interaction Effect of cognitive style and gender on reaction time of sports students, it

indicate that the interactional F value (4.98, (1, 116) P > 0.01) significant differences between cognitive style

and gender on reaction time of sports students. Therefore, it can be conclude that interaction between cognitive

style and gender affect reaction time sports students.

Thus the results support to the hypothesis no. 3 stating that There is significant interaction effect between

cognitive style and gender on reaction time of sports students.

Results are in line with study conducted by Whelan, R. (2008) found that separation response time includes



looking at sets of all the while exhibited visual shows and after that squeezing one of two catches as indicated

by which show seems brighter, longer, heavier, or more prominent in greatness on some measurement of

intrigue. Because of fleeting attentional failures, there is a lot of fluctuation in a person's reaction time, which

does not have a tendency to take after a typical (Gaussian) dispersion. To control for this, specialists normally

require a subject to play out different trials, from which a measure of the 'run of the mill' reaction time can be

computed. Taking the mean of the crude reaction time is seldom a compelling strategy for describing the

common reaction time, and option approaches, (for example, demonstrating the whole reaction time

conveyance) are frequently more fitting

CONCLUSIONS:

On the basis of data and discussion of results, the hypotheses were tested and verified and following

conclusions were drawn.

1. Sports students possess systematic cognitive style exhibit lower reaction time than sports students possess

intuitive cognitive style.

2. Male sports students exhibit lower reaction time than female sports students.

3. Interaction between cognitive style and gender affect reaction time sports students.

REFERENCES:

Bates, T. C.; Stough, C. (1998). Improved Reaction Time Method, Information Processing Speed, and

Intelligence. Intelligence 26 (1): 53–62. doi:10.1016/S0160-2896(99)80052-X.

Case, Robbie (1985). Intellectual development: birth to adulthood. Boston: Academic Press. ISBN 0-12-

162880-9.

Deary, I. J.; Der, G.; Ford, G. (2001). Reaction times and intelligence differences: A population-based cohort

study. Intelligence 29 (5): 389–399. doi:10.1016/S0160-2896(01)00062-9.

Demetriou, A., Mouyi, A., & Spanoudis, G. (2010). The development of mental processing. Nesselroade, J. R.

(2010). Methods in the study of life-span human development: Issues and answers. In W. F. Overton

(Ed.), Biology, cognition and methods across the life-span. Volume 1 of the Handbook of life-span

development (pp. 36-55), Editor-in-chief: R. M. Lerner. Hoboken, NJ: Wiley.

Demetriou, A.; Mouyi, A.; Spanoudis, G. (2008). Modeling the structure and development of

g. Intelligence 5 (5): 437–454.doi:10.1016/j.intell.2007.10.002.

Jensen, A. R. (2006). Clocking the mind: Mental chronometry and individual differences. Amsterdam: Elsevier.

(ISBN 978-0-08-044939-5)

Kail, R. (1991). Developmental functions for speed of processing during childhood and adolescence.

Psychological Bulletin 109 (3): 490–501. doi:10.1037/0033-2909.109.3.490. PMID 2062981.

Kosinski, R. J. (2008). A literature review on reaction time, Clemson University.

Lipps, D.B.; Galecki, A.T.; Ashton-Miller, J.A. (2011). On the Implications of a Sex Difference in the Reaction

Times of Sprinters at the Beijing Olympics. PLoS ONE 6 (10): e26141.Bibcode:2011PLoSO...

626141L.doi:10.1371/journal.pone.0026141.

Riding, R. J., Glass, A., & Douglas, G. (1993). Individual differences in thinking: Cognitive and

neurophysiological perspectives. Special issues: Thinking. Educational Psychology, 13 (3 & 4), 267-279.

Salthouse, T. A. (2000). Aging and measures of processing speed. Biological Psychology 54 (1–3): 35–

54. doi:10.1016/S0301-0511(00)00052-1. PMID 11035219.

Taoka, George T. (March 1989). Brake Reaction Times of Unalerted Drivers (PDF). ITE Journal 59 (3): 19–21.

Tennant, M. (1988). Psychology and adult learning. London: Routledge. Pp 89.

Van Ravenzwaaij, Don; Brown, Scott; Wagenmakers, Eric-Jan (2011). An integrated perspective on the relation

between response speed and intelligence (PDF). Cognition 119 (3): 381–93. doi:10.1016/j.cognition.

2011.02.002.

Whelan, R. (2008). Effective analysis of reaction time data. The Psychological Record, 58, 475-482.

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https://dx.doi.org/10.1016%2FS0160-2896%2899%2980052-X

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https://en.wikipedia.org/wiki/Special:BookSources/0-12-162880-9

https://en.wikipedia.org/wiki/Special:BookSources/0-12-162880-9

http://eprints.gla.ac.uk/2590/

http://eprints.gla.ac.uk/2590/


https://dx.doi.org/10.1016%2FS0160-2896%2801%2900062-9


https://dx.doi.org/10.1016%2Fj.intell.2007.10.002

https://en.wikipedia.org/wiki/Special:BookSources/9780080449395


https://dx.doi.org/10.1037%2F0033-2909.109.3.490

https://en.wikipedia.org/wiki/PubMed_Identifier

https://www.ncbi.nlm.nih.gov/pubmed/2062981

http://biae.clemson.edu/bpc/bp/Lab/110/reaction.htm#Type%20of%20Stimulus

https://en.wikipedia.org/wiki/Bibcode

http://adsabs.harvard.edu/abs/2011PLoSO...626141L

http://adsabs.harvard.edu/abs/2011PLoSO...626141L


https://dx.doi.org/10.1371%2Fjournal.pone.0026141


https://dx.doi.org/10.1016%2FS0301-0511%2800%2900052-1

https://en.wikipedia.org/wiki/PubMed_Identifier

https://www.ncbi.nlm.nih.gov/pubmed/11035219

http://www.ite.org/membersonly/itejournal/pdf/jca89a19.pdf

http://www.donvanravenzwaaij.com/Papers_files/van%20Ravenzwaaij,%20Brown,%20%26%20Wagenmakers,%202011.pdf

http://www.donvanravenzwaaij.com/Papers_files/van%20Ravenzwaaij,%20Brown,%20%26%20Wagenmakers,%202011.pdf


https://dx.doi.org/10.1016%2Fj.cognition.2011.02.002

https://dx.doi.org/10.1016%2Fj.cognition.2011.02.002



Burnout and Personality Traits Among Athletic Trainers

Miss. Jaimala Ashok Sode,


PG Department of Psychology& Research Centre,

L.V.H. Arts, Science & Commerce College,

Panchavati, Nashik, Maharashtra,

Affiliated to SavitribaiPhule Pune University, India.

ABSTRACT

Objectives:The present research was framed to study the burnout and personality traits among

athletic trainers worked in the college setting.

Methods: The sample included a total of 30 males athletic trainers working in the various colleges

in Nashik city. Two measures were used i.e. Hans Eysenck personality questionnaire (EPQ-R) and

MaslachBurnout Inventory (MBI). Means and SDs were computed and Pearson product movement

correlation was applied to check the relationship between personality traits and burnout among

athletic trainers worked in college setting.

Result:The correlation score between neurotic personality trait and the scores of three subscales

of burnout is positively correlated. It indicates that higher the level of neuroticism greater the

burnout. The correlation score between psychotic personality trait and the three subscales scores

of burnout ispositively correlated. It indicates that higher the level of psychoticism greater the

burnout.

Conclusion: The result revealed that relationship was found in neurotic and psychotic tendencies

with burnout. On the basis of obtained result researchers can conclude that personality (neurotic,

psychotic and extroversion tendencies) leads to burnout among athletic trainers employed in

college setting.

Keywords: Burnout, Personality Traits and Athletic trainers.

INRTODUCTION:

Burnout is the reaction to the chronic type of stress which involves negative kind of interactions between the

personal and environmental characteristics. According to the Dick & Wagner (2001) burnout is the result of

prolonged exposure to stress. Burnout is a chronic condition which develops when a person is working too hard

for long period of time in high-pressure conditions. Burnout is often responsible for human service occupations,

and is thought to be an imbalance between resources and demands that causes stress (Maslach & Jackson, 1985).

Burnout is effecting on psychological as well as physical health that produced the symptoms such as anxiety,

tension, fatigue, insomnia, exhaustion, and depression (Cherniss, 1992).

Burnout leads to physical and emotional exhaustion, cynicism, and a lowered sense of self-efficacy which is

responsible for work related stress. (Weiten W & Lloyd M., 2004 7th ed)

Exhaustion: Involves chronic fatigue, weakness, and low energy.

Cynicism: Negative attitudes towards oneself, one’s work, and life in general.

Reduces self-efficacy: Declining feelings of competence at work, feeling of hopelessness and helplessness.

Burnout is a cumulative stress reaction to ongoing occupational stressors. Factors in the workplace promote

burnout included over workload, interpersonal conflicts at work place, lack of control over work responsibilities

and outcomes and inadequate recognition for ones work.

Personality: Personality is that pattern of characteristics thoughts, feeling, and behaviors that distinguished one person from

another and that persists over time and situations.



Feldman (2004): The pattern of enduring characteristics that differentiates a person or the pattern of behaviour

that makes each individual unique is called personality.

Trait: A consistent, enduring way of thinking, feeling or behaving

PEN Model of Personality:

Hans Eysenck introduced the PEN model. This model is consist three dimensions of personality based on

psychophysiology.

1. Psychoticism – Typified by aggressiveness and interpersonal hostility.

2. Extroversion – More outgoing, talkative, energetic behavior

3. Neuroticism – Negative emotions like anger, anxiety, depression, or vulnerability.


Barrett J et al (2016) investigated the relationship between personalities and burnout among athletic trainers

employed in collegiate setting. For that purpose researchers conducted a study on 189 athletic trainers and used

the Cross-sectional research design. The research results show that the athletic trainers experienced moderate

level of burnout. A negative relationship was present between burnout and both agreeableness and extraversion.

A positive relationship was existed between burnout and neurotic personality trait.

Cobler D (2009) conducted a study on athletic trainers in southwest virginia and northeast Tennessee and

measured their burnout and the results of the study was indicated that the certified athletic trainers in southwest

and northeast reported the high level of burnout.

Tyler H (2016) examined the relationship between personality characteristics and longevity in the profession of

athletic training. And the finding shows that the low satisfaction leads to the leave the practiced and the

personality characteristics are related with the satisfaction which was responsible for the longevity in the

profession.

Zelinsky (2015) conducted a study to identify the prevalence of burnout among graduate assistant athletic

trainers working in the secondary school setting and variables that are causing burnout within that population.

The major finding of this study was that the graduate assistant athletic trainers experience moderate levels of

burnout. This study found the strongest correlating variable of burnout to be the number of clinical hours

worked per week.

METHODS:

Hypotheses:

H1: There would be moderate level of burnout among collegiate athletic trainers.

H2: There would be a relationship between personality traits (Psychoticism, Neuroticism and Extroversion) and

burnout (Emotional Exhaustion, Depersonalization and Personal Accomplishment) among collegiate athletic

trainers.

Sample:

The sample for the present research consisted of 30 male athletic trainers employed in college setting from

Nashik city. The sampling method was randomized sampling and the age range of the sample was 20 - 35 years.

Procedure:

For the present study 30 male athletic trainers working in college setting were selected, who were ready to

cooperate. At the initial level, criterion test was administered on the group and study their level of burnout and

personality traits and obtained results were correlated to check whether any significant relationship could be

found in the level of burnout and personality traits among trainers who employed in college setting.

Research Variables:

1) Burnout

2) Personality traits

3) Athletic trainers

Controlled Variables

1) Age

2) Region (Nashik city only)

3) Athletic trainers employed in collegiate setting

4) Experience



RESEARCH DESIGN:

The present research is a correlational study.

Tools:

1) Maslach Burnout Inventory (MBI): By Christina Maslach, Susan E Jackson & Michael P Leiter

The MBI constitutes of 2 items which are divided into three subscales: Emotional Exhaustion (EE),

Depersonalization (D) and Personal Accomplishment (PA). The items are answered on 7 point scales ranging

from 0 to 6. The 9 items on Emotional Exhaustion (EE), 5 items on Depersonalization (D) and 8 items on

Personal Accomplishment (PA). Higher the scores on first (EE) and second (D) subscales means higher the

degree of burnout and lower the scores on third subscale (PA) means higher the burnout.

Reliability: Internal consistency by Cronbach’s alpha coefficient for the subscales were .90 for EE, .79 for D

and .71 for PA. Test retest reliability coefficient for the subscales were .80 for EE, .60 for D and .60 for PA.


2) Eysenck Personality Questionnaire (EPQ-R): By Hans Eysenck

The EPQ-R constitutes of 90 items from three traits of Personality: Psychotics, Neurotics and Extroversion. The

response will be given in yes or no form. The scoring is done with the help of scoring key.

Reliability: Test retest reliability coefficient was 0.80



1) Burnout: Scores of individuals as measured by Maslach Burnout Inventory (MBI) by Christina Maslach,

Susan E Jackson & Michael P Leiter with respect to three subscales namely Emotional Exhaustion,

Depersonalization and Personal Accomplishment.

2) Personality: Scores of individuals as measured by EPQ-R by Eysenck with respect to three domains of

personality namely psychotics, neurotics and extroversion.

3) Athletic Trainers: Certified and licensed health care professionals who worked in the field of sports.


To analyze the data means and SD were calculated and Pearson r-correlation was computed to check the

relationship. The obtained data is systematically presented in the following tables.

Table 1: Showing the relationship between Psychoticism and Burnout (N=30)


Psychoticism 30 59.85 7.32

0.78 0.01 Burnout

(Emotional Exhaustion) 30 44.52 5.36

Psychoticism 30 59.85 7.32 0.42 0.01

Burnout (Depersonalization) 30 26.11 5.71

Psychoticism 30 59.85 7.32

0.55 0.01 Burnout

(Personal Accomplishment) 30 20.65 4.89

Table no 1 shows the Positive correlation between psychotic personality trait & burnout among collegiate

athletic trainers. For this analysis Pearson’s correlational method was used.

The correlation between psychotic personality trait and & emotional exhaustion the subscale of burnout

among collegiate trainers is 0.78 and it is significant at 0.01 level. This indicates that psychotic pattern of

personality characterized by aggressiveness and interpersonal hostility it leads to emotional exhaustion among

athletic trainers they experience chronic fatigue at work area, trouble in sleeping, physical problems and some

time they feel depression.

The correlation between psychotic personality trait and & Depersonalization the subscale of burnout among

collegiate trainers is 0.42 and it is significant at 0.01 level. This indicates that psychotic pattern of personality

characterized by aggressiveness and interpersonal hostility it leads to depersonalization among athletic

trainers they experience excessive detachment which is leading to cynicism, negative attitudes towards the

students or colleagues, guilt feeling, avoidance of social contacts and withdrawing from the situations.



The correlation between psychotic personality trait and & Personal Accomplishment the subscale of burnout

among collegiate trainers is 0.55 and it is significant at 0.01 level. This indicates that psychotic pattern of

personality characterized by aggressiveness and interpersonal hostility it leads to personal accomplishment

among athletic trainers they assesses himself negatively, they feels they are unable to move the situation

forward. They are doubtful about their genuine abilities to accomplish the things.

These indicate that the psychotic personality trait leads to burnout among athletic trainers employed in college

setting. It indicates that higher the level of psychoticism greater the burnout.

Table 2: Showing the relationship between Neuroticism and Burnout (N=30)


Neuroticism 30 61.32 7.11

0.81 0.01 Burnout

(Emotional Exhaustion) 30 44.52 8.47

Neuroticism 30 61.32 7.11 0.75 0.01

Burnout (Depersonalization) 30 26.11 6.23

Neuroticism 30 61.32 7.11

0.71 0.01 Burnout

(Personal Accomplishment) 30 20.65 6.10

Table no 2 shows the Positive correlation between neuroticism personality trait & burnout among collegiate

athletic trainers. For this analysis Pearson’s correlational method was used.

The correlation between neurotic personality trait and & emotional exhaustion the subscale of burnout among

collegiate trainers is 0.81 and it is significant at 0.01 level. This indicates that neurotic pattern of personality

characterized by unpleasant emotions like anger, anxiety, depression, or vulnerability which leads to

emotional exhaustion among athletic trainers.

The correlation between neurotic personality trait and & Depersonalization the subscale of burnout among

collegiate trainers is 0.75 and it is significant at 0.01 level. This indicates that neurotic pattern of personality

characterized by unpleasant emotions like anger, anxiety, depression, or vulnerability which is leads to

cynicism, negative attitude towards the students or colleagues.

The correlation between neurotic personality trait and & Personal Accomplishment the subscale of burnout

among collegiate trainers is 0.71 and it is significant at 0.01 level. This indicates that neurotic pattern of

personality characterized by unpleasant emotions like anger, anxiety, depression, or vulnerability which leads

to personal accomplishment among athletic trainers they assesses them self negatively.

These indicate that the neurotic personality trait leads to burnout among athletic trainers employed in college

setting. It indicates that higher the level of neuroticism greater the burnout.

CONCLUSION:

1) There is a high level of burnout among collegiate athletic trainers

2) There is a positive relationship between psychotic personality trait & burnout (Emotional Exhaustion,

Depersonalization and Personal Accomplishment) among collegiate athletic trainers.

3) There is a relationship between neuroticism personality trait & & burnout (Emotional Exhaustion,

Depersonalization and Personal Accomplishment) among collegiate athletic trainers.

INTERVENTIONS:

The Present research study will be helpful in developing intervention strategies for the athletic trainers

employed in collegiate settings who experience high level of burnout during their academic career so that the

health issues can be substantially reduced. The educational institutes can setup counseling cells which can help

the employees to cope up with the stress and burnout.

LIMITATION:

1) The present data is collected from Nasik city only the result cannot be generalized.

2) The sample size is limited.

3) The age group of the sample was limited.



SUGGESTIONS:

1) The research can be further conducted on a large group.

2) Gender difference can also be studied.

3) The research can be conducted on a wider age group.

REFERENCES:

Barrett J, Eason CM, Lazar R, Mazerolle SM. Personality Traits and Burnout Among Athletic Trainers Employed in the Collegiate Setting. Journal of Athletic Training. 2016; 51(6):454-459. doi:10.4085/1062-6050-51.7.08.

Cherniss, C. (1992). Long terms consequences of burnout: An exploratory study. Journal of Organizational Behavior, 13, 1-11.

Cobler, Dennis, Burnout Potential Among Certified Athletic Trainers in Southwest Virginia and Northeast Tennessee

as Measured by a Modified Version of the Maslach Burnout Inventory. (2009). Electronic Theses and Dissertations. Paper 1840. http://dc.etsu.edu/etd/ 1840.

Dick, R., & Wagner, U. (2001). Stress and strain in teaching: a structural equation approach. British Journal of

Educational Psychological, 71, 243-259 Harris, Tyler, Personality and Longevity in the Profession of Athletic Training, (2016). All NMU Master's Theses. 82.

Maslach, C. (1976). Burned-out. Human Behavior, 5, 16-22. Schaufeli, Wilmar & Leiter, Michael & Maslach, Christina & Jackson, Susan. (1996). Maslach Burnout Inventory -

General Survey (GS). Maslach Burnout Inventory Manual. 31.

Wayne Weiten & Margaret A. Lloyd (2004). Psychology of Applied to Modern Life (7th

edition), Thomas Wadsworth. Zelinsky, Hannah, The evidence of burnout among graduate assistant athletic trainers, (2015). Masters of Education

in Human Movement Sport and Leisure Studies, Masters Projects. Paper 34.



Children’s Sports Participation and the Development of the

Social competence: The Comparative study

Prashant G. Sonawane,

Research Scholar,

Department of Psychology, Research Center,

LVH College, Panchavati, Nashik, India.

Dr. Mrunal A. Bharadwaj,

Vice-Principal and HOD,


LVH College, Panchavati, Nashik, India.

ABSTRACT

The purpose of this study was to analyze the impact of engaging in sports activitiesin the

development of the social competence. Social Competence is an important ingredient of modern

civilization and the essential attribute of the members of a progressive onward moving society.

Current researches showing sufficient evidences that the social competence which is important

ingredient of emotional intelligence is far more important in the global performance of the

individual than merely high intelligent quotient.

This is the comparative study done on school children from 12 to 16 years age among 3 different

groups. These are children, those engaged in the groupsports activities, those engaged in

individual sports activities, and those who are not engaged in the sports activities.

Results reveals that participation in sports activities is associated with higher social competence

development than students who are not engaged in sports activities in any form. In that also social

development is slightly more in children who are engaged in the group sports activities than

children who are engaged in Individual sport activities.The children who are engaged in the

virtual play station, mobile games or computer games and not in physical activities are excluded

or incorporated under the no engagement in sports group.

The study reinforces the idea that apart from getting many health benefits, sports activities

participation also has significant role in the development of the social competence that is overall

social development of children.

Keywords: Sports Participation, Social Competence.

INTRODUCTION:

In the current scenario education system is giving more importance to the mental development and significantly

ignoring the physical activities. Only some of children who are bright sportsmen, are involved in sports

activities, all others engages themselves into the mental activities and study. Current education system is

developing graduates and postgraduates but with weak bodies and poor physique.

Numerous studies shows that social development of a person is more important in global performance and not

merely IQ. So schools are also trying to inculcate the holistic education policies in curriculum, still it is limited

to mental activities. So to establish the correlation between the physical activities that involves sports, group

activities and the social development.

Social competence is important phenomena in the social development. Social competence is defined as social

ability and interpersonal skill (Eisler, 1976) of an individual in effectively meeting a person-situation interaction

or successfully dealing with individual environmental factors.

The success of an individual in the society depends largely on the extent to which he has acquired richness and

potency of social competence desirable for his self-actualization, growth and development. For a successful

interpersonal interaction a high order of social competence is an essential disposition of an individual.

Diana Rathjan (1980) reported some of the criteria of social competence. They are: Social power, Social

Relation, Social skills, Social Mobility, Social attraction, Communicability, Social Participation etc.



NEED OF THE STUDY:

Many researches have addressed the positive impact of the sports on cognitive and the achievement levels. But

the impact of Sports activities on the interpersonal relations is not studied significantly.

In this digital era the sports activities are getting less day by day and the children are getting involved into the

other entertainments or digital play stations like mobile games, computer games, and rather than interacting

socially they are engaging themselves with the virtual interpersonal relationships. As a result of it, various

negative psychological attributes are increasing that are restlessness, instability, impulsiveness, aggressiveness,

unable to understand others view, no interest in forming social relations.

So in this scenario this is very important to explore the factors modifying the social development of children, so

authors had done this study.

PROBLEM OF THE PRESENT STUDY:

The present investigation is mainly aimed at studying the role of engaging in sports activities in development of

Social competence. Also authors had studied the impact of engaging in Group Sports activities and Individual

sports activities on the development of social competence.

METHODS AND MATERIALS:

The objective of the study was to assess the extent of development of the Social competence in the children who

are engaged in group sports activities, in individual activities and those who are not sufficiently engaged in any

sports activities.

Alternate hypothesis was framed.

Sampling:

Data collected from 2 schools from Nashik city. 60 students were taken for the present study, 20 for each group

with the purposive sampling from the 12 to 14 years age group. Information given by the teachers and

confirmed from the students according to their habits of engaging in the sports activities is studied and the

students were categorized in 3 different categories,

a. Children engaged in group sports activities

b. Children engaged in individual sports activities

c. Children do not engaged in sports activities significantly.

About the Research Tool:

The tools used for the present study was the Social competence Scale SCS by Dr, V P Sharma, Dr. Mrs. Prabha

Shukla, and Dr. Mrs. Kiran Shukla..

Technical characteristics of the SCS:

a. Reliability: the coefficient of temporal stability employing Test Retest method with an interval of 20 days

has been estimated to be 0.56 and co-efficient of Interrater reliability has been found to be 0.67.

b. Validity: Apart from item validity as analyzed above the SC scale has been validated against the Kohns’s

Social Competence Scale and the Predictive validity to the extent of .72 was obtained further the English and

the Hindi versions of SC scale was found to be correlated to the Extent of 0.84.

OBSERVATIONS AND RESULTS:

To Study the impact of the sports activities on the development of the social competence, of all three groups is

seen with the significance of the difference, the observations are as following;

Comparison between children engaged in Group Sports Activities Individual Sports Activities

Category Number of students Mean SD Z value

Group Sports Activities 20 177.9 16.60 2.85

Individual Sports Activities 20 163.7 14.81

Z value of the Scores of Children engaging in group sports activities with Individual sports activities is 2.85,

which is significant at both 0.01 and 0.001 level so it concludes that there is significant difference in the means

of social competence between two groups.



Comparison between children engaged in Group Sports Activities Individual Sports Activities


Individual Sports Activities 20 163.7 14.81 3.11

Non Engagement in Sports 20 150.30 12.31

Z value of the Scores of Children engaging in Individual sports activities with children not significantly

engaging in sport activities is 3.11, which is significant at both 0.01 and 0.001 level so it concludes that there is

significant difference in the means of social competence between two groups.

Comparison between children engaged in Group Sports Activities Individual:

Sports Activities:


Group Sports Activities 20 177.9 16.60 5.97

Non Engagement in Sports 20 150.30 12.31

Z value of the Scores of Children engaging in group sports activities with children not significantly engaging in

sport activities is 5.97, which is significantly high at both 0.01 and 0.001 level so it concludes that there is high

significant difference in the means of social competence between two groups.

Graph1: Comparison of Means on SCS of different groups

CONCLUSION:

The higher significant difference between means of the children engaging themselves in group sports activities

and individualized sports activities concludes that there is significant social competence development in those

children than the one who never engages themselves in any sport activities.

As the significant difference between the mean in children of group sports and individual sport activities is there,

there is significant social competence development in the Children engaging in group sports activities than the

one who plays individual sports.

RECOMMENDATIONS:

Curriculum should include the sports activities so that with the physical development of the students there will

be all round development of children will take place.

REFERENCES:

Sharma VP, Shukla Prabha. Social Competence Scale (SCS), Department of Psychology, Ravishankar

University, Raipur India. 2010; 49.

Erickson E.H. (1963). Childhood and Society, New york, Norton.

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130

140

150

160

170

180

Group Sports

Activities

Individual Sports

Activities

Non engagement in

Sports Activities

Comparision between Means of groups



Recent Trends in Sports Psychology Research

A Study of International Journal of Physical

Education, Sports and Health

Prof. Dr. M. A. Bhardwaj,

Vice Principal and HOD,

Department of Psychology and Research

Centre, LVH College, Nashik, India.

S. A. Raravikar,

Assistant Prpfessor,

Department of Psychology

M. V. P.’s ASC College, Ozar (Mig), India.

ABSTRACT

The current archival study focuses on research in sports psychology that is published in

“International Journal of Physical Education, Sports and Health”. It aims to understand recent

trends in the research of sports psychology. The results show that nearly thirteen percent of the

articles focused on psychological variables that affects sports performance. The scores show that

Mental Health and Psychological Skills as well as Anxiety and Stress are studied on a larger scale.

The little emphasis is given on Gender differences, Attitude, Team Performance, Leadership and

Coaching. These variables can be studied in future research.

Keywords: sports psychology, International Journal of Physical Education, Sports and Health.

INTRODUCTION:

Sports psychology is an applied discipline of psychology that focuses on psychological factors that affect sports

performance. As the awareness for sports and its importance as a career choice and its beneficial effects on

physical and mental health is increasing with time, psychologists have started focusing on the research in this

area. The field is gaining recognition and popularity in current research in psychology. It is important to know

the recent trends in area to improve sports performance. There are many different ways to trace to analyze

recent trends in specific area of psychological research. It can be done by analyzing keywords of articles that

are published in flagship journals, looking for emergence of professional organizations and new journals,

mapping subject matter of dissertations, spotting out the grants received for research projects and universities.

The current study aims at understanding recent trends in sports psychology research.

METHOD:

Material:

The study aims to understand recent trends in research in Sports Psychology. It focuses on research in sports

psychology that is published in “International Journal of Physical Education, Sports and Health”. The tool of data

collection used in this study is Archives. The necessary information is gathered from an official website i.

e.www.kheljournal.com. It is a bi-monthly peer reviewed journal of impact factor of (RJIF): 5.38 with Print ISSN:

2394-1685, online ISSN: 2394-1693. An important reason to select this journal for current study is that it has open

access. It is mentioned on the official website of journal that all articles published are made freely and

permanently accessible online immediately upon publication, without subscription charges or registration barriers.

Another practical reason is that the sufficient data is available on a website in an interpretable manner. The first

issue of journal is published in September 2014. Till now it has published 21 issues, 105 volumes (mentioned as

parts) and around 1197 articles approximately from the authors of thirty five countries across the world.

Procedure:

The study is conducted in following steps:



1. Collecting the titles of all the papers from 21 issues, 105 volumes (mentioned as parts) and around 1197

articles.

2. Screening the titles for indicating the subthemes of sports and sports psychology

3. Data analysis

As the raw scores are interpretable and conclusive, no further statistical analysis is necessary.

RESULTS:

Many psychological variables like Personality, Anxiety, Attitude, Motivation, Self Esteem, Self Concept, Stress,

Psychological Skills and Mental Health, Team performance, Self efficacy, leadership and Coaching, aggression,

and effects of anxiety, social intelligence, emotional intelligence gender and gender differences, are explored in

the published research in above journal in nearly 164 research articles. It shows that nearly thirteen percent of

the articles focused on psychological variables.

Sr. No. Name of the Variable Number of Articles

1 Mental Health and Psychological Skills 54

2 Anxiety and Stress 49

3 General, Emotional and Social Intelligence 23

4 Motivation 22

5 Aggression 21

6 Self Esteem and Self Concept 18

7 Personality 17

8 Gender differences 06

9 Attitude 05

10 Team Performance 04

11 Leadership 03

12 Self Efficacy 01

DISCUSSION:

The scores show that Mental Health and Psychological Skills as well as Anxiety and Stress are studied on a

larger scale. These variables do impact sport performance very deeply. So the research in these areas will

definitely help to enhance performance. Other mainly studied variables are Motivation, Aggression and Self

Esteem.

The little emphasis is given on Gender differences, Attitude, Team Performance, Leadership and Coaching.

CONCLUSION:

It is seen that though psychological variables are studied in sports and related activities, the magnitude is quiet

small as only thirteen percent of research is done in this regard. Further studies can throw light on effects of

Gender differences, Attitude, Team Performance, Leadership and Coaching on sports performance.

LIMITATIONS AND SUGGESTIONS:

The scope of the study is limited to the “International Journal of Physical Education, Sports and Health”. It has

examined only a single research journal dedicated to sports and related activities. So, the caution should be

taken while generalizing the findings. Future studies can be done analyzing numerous other journals that are

dedicated to sports psychology. As mentioned in the beginning, recent trends in Sports Psychology can be

analyzed using other methods too.

IMPLICATIONS:

It is appreciating that effects of anxiety and stress, psychological skills and mental health motivation,

intelligence and aggression are focused in research. But psychological variable like Leadership, Team building,

Self Efficacy, Coaching that influence sports performance should be emphasized too.



REFERENCES:

Adling R. B. (2017). Importance of Sports Psychology in Physical Education and Sport. International Journal

of Yoga, Physiotherapy and Physical Education, Vol. 2 Issue 5, 215-218

Matt J. (2006). Sports Psychology: A Student’s Handbook.

Robins R. W., Gosling S. D. & Craik K. H. (1999). An Empirical Analysis of Trends in Psychology, American

Psychologist, Vol. 54, No. 02, 117-128

Zechmeister J. S. Zechmeister E. B. & Shaughnessy J. J. (2001). Essentials of Research Methods in Psychology.

Tata McGraw-Hill Edition.

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Effect of Concurrent Training Program on Selected Skill Related

Fitness Components of Intermediate Male Volleyball

Players of Pune Rural Region

Mr. Vishal Prakash Gaikwad,

Director of Phy. Edu. & Sports,

S B KulCollege, Kedgoan

Daund, Maharashtra, India.

ABSTRACT

An intermediate male Volleyball player is the one who has learnt the basic movements, basic skills

and is going through process of becoming an elite Volleyball player. Researcher feels that more

focus should be given on selected skill related fitness components through concurrent training

program which will help players to improve selected skill related fitness components which are

required to perform at elite level. The researcher intends to find the effect of this training on

intermediate male Volleyball players of Pune Rural region. Settings and Design:- Thirty

intermediate male Volleyball players were randomly assigned to experimental (n=15) and control

(n=15) groups. The experimental subjects underwent concurrent training program which consist

of combinational exercises speed, agility and power for six days in a week for twelve weeks

whereas control group went through regular Volleyball training. Materials and Method:

Standardized tests were conducted on both group’s pre and post training program to assess the

selected skill related fitness components i.e.; speed, agility and power of the experimental and the

control group. Statistical Analysis Used: Data were analyzed by using Paired T-Test test. Results:

The results revealed that effect of concurrent training program helped to improve speed, agility

and poweras compared to control group. Conclusion: The findings conclude that effect of

concurrent training program helped to improve speed, agility and power of intermediate male

Volleyball players.

Keywords: Speed, power, agility and concurrent training.

INTRODUCTION:

Volleyball is a team sport in which two teams of six players are separated by a net. Each team tries to score

points by grounding a ball on the other team's court under organized rules. It has been a part of the official

program of the Summer Olympic Games since 1964. The first official ball used in volleyball is disputed; some

sources say that Spalding created the first official ball in 1896, while others claim it was created in 1900. The

rules evolved over time in the Philippines by 1916, the skill and power of the set and spike had been introduced,

and four years later a "three hits" rule and a rule against hitting from the back row were established. In 1917, the

game was changed from 21 to 15 points. The present study is aimed at developing skill related fitness

components of intermediate Volleyball players in order to become an elite player. The intermediate Volleyball

player is the one who has developed interest for the game and has learnt basic skills, stance, stepping as well as

basic rules and regulations of the game. The skill related physical fitness consists of power, speed, agility,

reaction time, coordination and balance. Concurrent training involves training various modalities (strength,

power, speed, reaction time, strength) at the same time in order to see an improvement in fitness as well as

performance of a player. Concurrent training program is combination of exercises focused upon developing

components or variables which the researcher intends to find out. In other words concurrent training refers to a

training program that incorporates, or integrates multiple types of combinational exercise together into a single

program. So the researcher has included combinational exercises in this concurrent training program which is



focused on developing Volleyball specific movements and fitness.

OBJECTIVES OF THE STUDY:

To see the effect of Concurrent Training on Speed of Intermediate Male Volleyball players.

To see the effect of Concurrent Training on Agility of Intermediate Male Volleyball players.

To see the effect of Concurrent Training on Power of Intermediate Male Volleyball players.

HYPOTHESES OF THE STUDY:

H1: There will be a significant improvement in Speed of the experimental group of Intermediate Male

Volleyball players.

H2: There will be a significant improvement in Agility of the experimental group of Intermediate Male

Volleyball players.

H3: There will be a significant improvement in Power of the experimental group of Intermediate Male

Volleyball players.

MATERIALS AND METHOD:

Population and Sampling:

Thirty (n=30) Intermediate Volleyball players of age group between 16 to 21 were identified as subjects from

Pune Rural region.

Research Design: (Experimental design pretest/post-test):

Parallel group experimental design was designed for this research study. The design of the experiment had been

planned in three phase’s viz., Phase – I: Pre-test, Phase – II: Training or Treatment, and Phase – III: Post-test.

The subjects in the experiment were divided into two groups’ one experimental group and one control group;

each group consisted of 15 subjects. Experimental group was given concurrent training program consist of

combinational exercises of speed, agility and power for the period of 12 weeks, six days in a week except

Sundays and holidays, for 60 minutes in the morning session. Pre and Post tests were conducted on the selected

fitness components i.e. speed, agility and power administering standardized tests such as 30 m Acceleration Test,

Shuttle Run Test, Standing Broad Jump and Medicine Ball Throw Test respectively on the selected Intermediate

male Volleyball players.

Statistical Analysis :

Since, there were two groups for this experimental study viz. Experimental and Control group, wherein the

researcher has decided to compare Mean Scores of selected skill related physical fitness variables speed, agility

and power in order to see the effect of concurrent training program. Paired t-test was appropriately used for the

data analysis.

RESULTS AND DISCUSSION:

Table No. 1 : Mean scores of Speed of Experimental Group

Mean a - Mean b t df p

one-tailed < .0001

0.1376 +6.86 24 two- tailed <.0001

From table no. 1 it is seen that there is a significant difference of 0.1376 in the mean scores of Speed of the

experimental group. The calculated t score is + 6.86 and the degree of freedom is 24. The calculated one-tailed

and two tailed score is 0.001 in the experimental group.

Table No. 2 : Mean scores of Speed of Control Group


one-tailed 0.180816

-0.0056 -0.93 24 two- tailed 0.361632

From table no. 2 it is seen that there is no significant difference between the mean scores of Speed of the control

group. The calculated t score is -0.93 and the degree of freedom is 24. The calculated one-tailed is 0.180816 and

two tailed score is 0.361632 in the control group.



Table No. 3 : Mean scores of Agility of Experimental Group


one-tailed < .0001

0.284 +3.95 24 two- tailed <.0001

From table no. 3 it is seen that there is a significant difference of 0.284 in the mean scores of Agility of the

experimental group. The calculated t score is +3.95 and the degree of freedom is 24. The calculated one-tailed

and two tailed score is 0.001 in the experimental group.

Table No. 4 : Mean scores of Agility of Control Group


one-tailed 0.3142915

0.004 +0.49 24 two- tailed 0.628583

From table no. 4 it is seen that there is no significant difference between the mean scores of Agility of the

control group. The calculated t score is +0.49 and the degree of freedom is 24. The calculated one-tailed is

0.3142915 and two tailed score is 0.628583 in the control group.

Table No. 5 : Mean scores of Power (Leg) of Experimental Group


one-tailed < .0001

-0.0764 -7.94 24 two- tailed <.0001

From table no. 5 it is seen that there is a significant difference of -0.0764 in the mean scores of Power (Leg) of

the experimental group. The calculated t score is -7.94 and the degree of freedom is 24. The calculated one-

tailed and two tailed score is 0.001 in the experimental group.

Table No. 6 : Mean scores of Power (Leg) of Control Group


one-tailed 0.026791

-0.014 -2.03 24 two- tailed 0.053582

From table no. 6 it is seen that there is no significant difference between the mean scores of Power (Leg) of the

control group. The calculated t score is -2.03 and the degree of freedom is 24. The calculated one-tailed is


Table No. 7 : Mean scores of Power (Hand) of Experimental Group


one-tailed < .0001

-0.2308 -5.65 24 two- tailed <.0001

From table no. 7 it is seen that there is a significant difference of -0.2308 in the mean scores of Power (Hand) of

the experimental group. The calculated t score is -5.65 and the degree of freedom is 24. The calculated one-

tailed and two tailed score is 0.001 in the experimental group.

Table No. 8 : Mean scores of Power (Hand) of Control Group


one-tailed 0.1636435

0.0096 +1 24 two- tailed 0.327287

From table no. 8 it is seen that there is no significant difference between the mean scores of Power (Hand) of

the control group. The calculated t score is +1 and the degree of freedom is 24. The calculated one-tailed is


CONCLUSION:

It is concluded that the Concurrent training program of twelve weeks of combinational exercises of Speed,

Agility, Power, strength, reaction time intervention has potential benefits to improve skill related fitness

components Speed, Agility and Power of Intermediate male Volleyball players of Pune Rural region.

REFERENCES:

Armstrong, L. et al. (2006). ACSM's Guidelines for Exercise Testing and Prescription, (7th Edition),

Philadelphia: Lippincott Williams & Wilkiams,

Sharma, P. D. (2004). YOGA (Yogasana and Pranayama for Health). Mumbai: Navneet Publications India, Ltd.



Hafner-Holter S, K. M. (2009). Effects of fitness training and yoga on well-being stress, social competence and

body image. European pubmed center , 23 (4), 244-248.

Jana Vašíèková, K. F. (2011). Key Competences of Czech Students in PE Lessons with Different Content. (pp.

496-503). Republic of Croatia: Croatia Olympic Committee.

Kaltsatou A, (2011). Physical and psychological benefits of a 24-week traditional dance program in breast

cancer survivors, J Bodyw Mov Ther.; 15(2):162-7.

Neto GR, S. M. (2014, October 17). Hypotensive Effects of Resistance Exercises with Blood Flow Restriction.

PubMed .

Rowland, T. W. (1991). Effects of obesity on aerobic fitness in adolescent females. Retrieved from

http://www.faqs.org/abstracts/Health /.

Robson M., (1998). Effect of Yoga on Flexibility and Respiratory measures of vital capacity and Breath

Holding Time. Vyayam August, p.56.

Khosravi M, Tayebi SM, Safari H. (2013). Single and Concurrent Effects of Endurance and Resistance Training

on Pulmonary Function. Iran J Basic Med Sci:; 16: 628-34.

Muthuraj, M. and Singh, Y. Wise Blesses Singh (2011). Effect of concurrent strength and endurance training

and detraining on vital capacity. Internat. J. Phy. Edu., 4 (1): 77-80.

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http://www.ncbi.nlm.nih.gov/pubmed?term=%22Kaltsatou%20A%22%5BAuthor%5D

http://www.ncbi.nlm.nih.gov/pubmed/21419356

http://www.faqs.org/abstracts/Health/



Impact of Yogic Practice on Mental Health among Sportsmen

Dr. Quadri Syed Javeed,

Head & Associate Professor in Psychology,

Ankushrao Tope College,

Jalna, India.

ABSTRACT

Objectives: to examine the effect of yogic practice on mental health among sportsmen.

Hypotheses: There was no significant difference between experimental group and control group of

sportsmen dimension on mental health.

Sample: Eighty participants were included for the study and aged mean 24.36 SD 4.58 years were

randomly divided into two groups: first experimental group and second control group.

Experimental Group participated in sessions regular 8 weeks gave the yogic practice Selected

individuals were subjected to 30 min of yogic practice classes per day for a two months. Yogic

practice classes were conducted in the morning between 6 am to 7 am. Were instructed to practice

Asanas, Pranayama and Meditation. and the Control Group did not participate in any sessions. All

the subjects were evaluated through the mental health inventory for pre-and post-session.

Tools: Mental health inventory constructed by Dr. Jagdish and Dr. A K Srivastav.

Conclusion: Experimental group of sportsmen have significantly high mental health than the

control group of sportsmen. It was prove that the positive effect of yogic practice on our mental

health.

Keywords: Effect of yogic practice, mental health, physical activity.

INTRODUCTION:

Research has provided significant findings related to physical activity such as sport and exercise in improving

areas of mental health and well-being (Greenberg & Oglesby, 1996). Engaging in physical activity has a

positive impact on increasing mood and self-esteem. Physical activity can improve self-image, self-confidence,

mood, relieve stress tension and premenstrual tension, increased alertness, increased energy and increased

ability to cope with stress (Greenberg & Oglesby). Page and Tucker (1994) stated,

“Physically active adolescents tend to feel less lonely, shy and hopeless” (p.184).

According to Horn and Clayton (1993) found exercise as a therapeutic intervention had the greatest positive

impact on the self-esteem of emotionally disturbed youth. The psychological benefits of yoga include an

increase in somatic and kinesthetic awareness, positive mood, subject well-being, self acceptance, self-

actualization, social adjustment, decrease in anxiety, depression and hostility. Temmi Sears, director of yoga

Buds, states,

“The primary benefit of yogic practice is enhanced self-esteem. You can’t do yogic practice and not improve at

it” (as cited in Peters, 2003, p. 110). yoga also has physical benefits in improving strength and flexibility.

yoga is an ancient Indian science which helps to improve physical, mental, social and spiritual health. Stress is a

major factor affecting the mental health of a person irrespective of age. Presentation of the stress may vary from

that of fight to flight phenomenon. Chronic stress is the major cause of many physical and mental disorders.

yoga has been effectively used in the management of stress. It has been observed that the practice of yoga

decreases verbal aggressiveness compared to physical exercise. It is also useful against physical stress like cold

exposure and stress due to diseases like epilepsy. Yoga has been found useful for mental disorders like

depression In a study conducted by Oken et al., on healthy seniors participants were divided into three groups

as yoga, exercise and waitlist control. The yogic practice group showed significant improvement in quality of

life and physical measures compared to the exercise and waitlist control group.

Another intervention which has positive effects on physical fitness, cognition and psycho-social wellbeing is



yogic practice. yoga is one of the components of ‘Be a Fit Kid’ which aims at improving physical exercise and

nutrition in children. Following the 12 week program, there was a significant improvement in body

composition, fitness, nutrition knowledge, dietary habits and significant reductions in total cholesterol and

triglyceride levels. This suggested that yoga based health promotion programs are well received by children and

can favorably change being overweight and the development of adult life-style related diseases.

METHODOLOGY:

OBJECTIVES OF THE STUDY: To examine the effect of yogic practice on mental health.

HYPOTHESES: ➢ There was no significant difference between experimental group and control group of sportsmen dimension

on mental health.

Sample:

Eighty sportsmen were included for the study and aged mean 24.36 SD 4.58 years were randomly divided into

two groups: first experimental group and second control group. Experimental Group participated in sessions

regular 8 weeks gave the yogic practice Selected individuals were subjected to 30 min of yogic practice classes

per day for a two months. Yogic practice classes were conducted in the morning between 6 am to 7 am. Were

instructed to practice Asanas, Pranayama and Meditation. and the Control Group did not participate in any

sessions. All the subjects were evaluated through the mental health inventory for pre-and post-session.

TOOLS:

Mental Health Inventory (MHI):

Mental health inventory constructed by Dr. Jagdish and Dr. A K Srivastav. 56 items are in the questionnaire and

each of the items has four responses – 1. Almost always true, 2. Some time true, 3. Rarely true and 4. Almost

never true. The reliability of the inventory was determined by split-half method using odd-even procedure.

Overall mental health reliability coefficients is .73 and Construct validity of the inventory is determined by

finding coefficient of correlation between scores on mental health inventory and general health questionnaire

(Gold beig, 1978) it was found to be .54.



Variable

Independent variable Type of Yogic practice group

a) Experimental b) Control

Dependent Variable Mental Health

STATISTICAL ANALYSIS AND DISCUSSION:

Experimental group and control group of sportsmen shows the mean S.D and t value of mental health

Dimensions Experimental group Control Group

Mean SD Mean SD DF t

Mental Health 169.35 5.48 152.02 5.78 78 13.76**

The results related to the hypothesis have been recorded. Mean of experimental group of sportsmen 169.35 and

control group of sportsmen 152.02 dimension on mental health the difference between the two mean is highly

significant t (78) = 13.76, P < 0.01. null hypothesis there was no significant difference between experimental

group and control group of sportsmen dimension on mental health have rejected and research hypothesis was

accepted it mean that experimental group of sportsmen have significantly high mental health than the control

group of sportsmen. It was prove that the positive effect of yogic practice on our mental health.

CONCLUSION:

Experimental group of sportsmen have significantly high mental health than the control group of sportsmen. It

was prove that the positive effect of yogic practice on our mental health.

REFERENCES:

Arpita. (1990). Physiological and psychological effects of hatha yogic practice: A review of literature. The

Journal of the International Association of Yoga Therapist, 1, 1-28.

Centers for Disease Control and Prevention. (2002). Physical activity levels among children aged 9-13.

Morbidity Weekly Report, 52 (SS-33), 785-788.

Coopersmith, S. (1967). The antecedentsof self-esteem. San Francisco: Freeman& Company.

Coopersmith, S. (1981). Coopersmith inventory manual. Palo Alto, CA: Consulting Psychologists Press.

Feurerstein, G. (1998) What is yogic practice? Retrieved January, 1, 2006, from

http://www.yrec.org/whatis_yogic practice.html

Greenberg, D., & Oglesby, C. (1996). Mental health dimensions. Presidents Council on Physical Fitness and

Sports Report (Section IV). Retrieved September 22, 2006, from

http://www.staps.uhpnancy.fr/sport&mental_health.htm

Horn, T. S., & Claytor, R.P. (1993). Developmental aspects of exercise psychology. Exercise psychology: The

influence of physical exercise on psychological processes. New York: John Wiley& Sons.

Ives, C. J., & Sosnoff, J. (2000). Beyondthe mind-body exercise hype. The Physician and Sports medicine,

28(3), 67.

Myers, J. E., Sweeney, T. J., & Zitmer, J. M. (2000). The wheel of wellness counseling for wellness: A holistic

model for treatment planning. Journal of Counseling and Development, 78, 251-266.

Page, R. M., & Tucker, L. A. (1994). Psychosocial discomfort and exercise frequency: An epidemiological

study of adolescents. Adolescence, 29(113), 183-191.

Peters, D. (2003). Flextime. Today’s Parent, 20(3), 110. U.S. Department of Health & Human Services

[USDHHS]. (1996). Physical activity and health: A report of the Surgeon General. Retrieved January 10,

2006, from http://education.umn.edu/tuckercenter/pcpfs/sxn4.html

Selvamurthy W, Ray US, Hegde KS, Sharma RP. Physiological responses to cold in men after six months

practice of yogic practice exercises. Int J Biometeorol. 2005;32:188–93.

Slawta J, Bentley J, Smith J, Kelly J, Syman-Degler L. Promoting healthy lifestyles in children: a pilot program

of Be a Fit Kid. Health Promot Pract. 2008;7:305–312.

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A comparative Study on Aggression and Well –

Being Between Batsmen & Bowlers in cricket

Miss. Savita N. Pingle,

Lecturer,

PG Department of Psychology &

Research Centre, L. V. H. College,

Panchavati, Nashik, India.

Dr. Santosh Pawar,

HOD,

Director of Physical Education,

Physical Education Department,

L. V. H. College Panchavati, Nashik, India.

ABSTRACT

The present research study was conducted on Aggressiveness & Well-being between Batsmen &

Bowlers in cricket. It was comparative study. For the purpose Aggression scale by Km. Roma Pal

& Mrs. Tasneem Naqvi and Well –being sale by S. K. Verma and Amita Verma was used. The

sample consisted of 40 Cricket players (20 Batsmen & 20 Bowlers) from Nashik city, Maharashtra.

The age range of the sample was 20 to 25 years. The data was analyzed by using ‘t’test. It was

found that Bowlers are more Aggressive than the Batsmenand Well being of Batsmen was good

than the Bowlers.

Keywords: Aggression and Well, Cricket players, Well-being.

INTRODUCTION:

Aggression:

Aggression is negative emotion or negative personality trait that has been associated with sports

players. The word aggression comes from latin word aggress, ‘ad means to or towards’ and grader

means walk. Literally aggression means “to walk towards or approach”, “to move against or to move

with intent to hurt or harm”. Aggression is a overt behavior. It can be harmful to everyone in social

interaction. Aggression can be expressed physically (Non verbally) or verbally.

Well-being:

Well-being is a positive emotion. It is strongly related to happiness and life satisfaction. Well-being is

how you feel about yourself and your life. There is six elements of well-being: Self-acceptance,

purpose in life, personal growth, environmental Mastery, Autonomy, Positive relations with others.

High well-being represents happiness in life & poor well-being represents nervousness in life. Well –

being is the central concept of positive psychology.


Zaboor Ahmad Bhat, etl. Investigated Aggression among Bowlers & Batsmen in cricket. This research

was conducted on 120 cricketers. They were selected in Rewa university (60 Bowlers & 60 Batsmen).

For this purpose Dr. G. C. Patil’s Aggression Questionnaire was used. The data was analyzed by using

‘t’ test. The results were found significant difference between the level of aggression among bowlers

and Batsmen.

Surinder Kumar Sharma & Vikrant Bhardwaj conducted a research on comparative study of

Aggression of male Bowlers & Batsmen of senior district level of Himachal Pradesh ages 18 to 25

years. The sample was taken from Himachal Pradesh total 144 players (72 Bowlers & 72 Batsmen).

For the purpose aggression scale used by M. K. Sultania. The data was analyzed by using ‘t’ test. The

results have shown that significant difference between bowlers & Batsmen aggression level.



Nazia Khan conducted a research on a comparative study on aggression Between Batsmen and

Bowlers in cricket. This study conducted on 50 players (25 Batsmen & 25 Bowlers) the age range of

the subject was 18-28 years. Aggression was measured by using Anand Kumar and P. S. Shukla’s

Aggression Questionnaire. The data was analyzed by using ‘t’ test. The results were found that

significant difference between Batsmen & Bowlers.

STATEMENT OF THE RESEARCH:

A comparative study on Aggression and Well – being between Batsmen & Bowlers in cricket.

Objectives: 1. To study the Aggressiveness between Batsmen & Bowlers in cricket.

2. To study the Well –being between Batsmen & Bowlers in cricket.

Hypotheses:

1. There would be a significant difference in terms of Aggressiveness between Batsmen & Bowlers in cricket.

2. There would be a significant difference in terms of Well-being between Batsmen & Bowlers in cricket.

3. There is no significant difference in terms of Aggressiveness & Well-being between Batsmen & Bowlers in

cricket.

VARIABLES:

Research variable:

1. Aggression

2. Well-being

Controlled Variables:

1. Age

2. Gender

3. City

Operational Definition:

1. Aggression:

Aggression is a Negative feeling like hurting someone verbally or Non verbally.

2. Well- being:

Well –being it is a dynamic as well as health related concept also related with positive psychology.

3. Batsmen:

A player who hit the ball using his cricket bat to score runs/ trying to prevent his wicket.

4. Bowlers:

A player who propelling the ball towards the wicket defended by the batsman.

Sample collection:

The research study is survey research which consisted of 20 Batsmen & 20 Bowlers from Nashik city the age

range was 18-25 years. The random sampling was used.

TOOLS:

Aggression scale:

Aggression Scale developed by km. Roma Pal and Mrs. Tasneem Naqvi. This test consists 30 items. The Scale

is available in Hindi & English language.

Reliability: The reliability coefficient of the test was 0.78 and Split half reliability is highly reliable.

Validity: The validity coefficient was 0.78. The scale is valid.

Norms: The age norm for the test is 14 years to Adult male & female.

PGI General Well-being : The PGI General well-being measures Well being of life. This test was developed by Dr. S. K. Varma and Ms.

Amita Varma. The test consists 20 items. The test is available in Hindi & English language.

Reliability: The reliability were found .98; test retest reliability was .91for the English version and .86 for the

Hindi version.

Validity: Validity of the test was supported.



RESULT & DISCUSSION:

Group N Mean SD t value Level of significance

Aggression Batsmen 20 61.97 8.78

2.90 Significant at 0.01

level Bowlers 20 95.01 12.16

Well-being Batsmen 20 19.23 4.45

1.99 Significant at 0.05

level Bowlers 20 14.15 2.73

Hypothesis 1: There would be a significant difference in terms of Aggressiveness between Batsmen & Bowlers

in cricket.

The calculated value of t for aggression is 2.90, which significant at 0.01 level. Thus the hypothesis is proved.

Bowlers are more aggressive than the batsmen.

Hypothesis 2: There would be a significant difference in terms of Well-being between Batsmen & Bowlers in

cricket.

The calculated t value for well-being is 1.99 which is significant at 0.05 level. Thus the hypothesis is proved.

Batsmen’s well-being is good than the Bowlers.

Hypothesis 3: There is no significant difference in terms of Aggressiveness & Well-being between Batsmen &

Bowlers in cricket.

The calculated values showing the difference in terms of aggressiveness & well-being. Thus the hypothesis is

rejected.

CONCLUSIONS:

1. There is a significant difference in terms of Aggressiveness between Batsmen & Bowlers in cricket.

2. There is a significant difference in terms of well-being between Batsmen & Bowlers in cricket.

LIMITATIONS:

1. In this present study the sample size was too small.

2. The sample was selected only from Nashik city.

3. In this study gender difference was not investigated.

SUGGESTIONS:

1. The research should be conduct on a large sample.

2. Further research can be conduct gender wise.

3. The sample can be select from India.

IMPLICATION:

The present study will be helpful for developing intervention strategy for the cricket player. Cricket is a glorious

uncertainty. Most people watches cricket game. In India People are more emotional for this game. They always

want Indian players will win the match. In the cricket Batsmen & Bowler are the opposite player. At the time of

batting batsman fill the pressure if they are not in the form. Bowlers fill the pressure if the batsman hitting the

ball for sixes & fours & that time they are behaving more aggressive & poor well-being. This research will

helpful to improve their well-being.

REFERENCES:

Baron, R. A. (2001). Psychology. New Delhi: Pearson Education Pvt. Ltd.

Morgan, C. T., King, R. A., Weisz, J.R. and Schopler, J. (1986). Introduction to psychology. McGraw –Hill Book co.

Mangal , S.K. (2006). Statistics in psychology and education. N.D.: Prentice-Hall

Zaboor Ahmad Bhat, Khursheed Ahmad Naikoo, Zahoor- ul- Gani, Javaid Ahmad Sheikh & Mohammad Amin Wani;

(May 2016). Aggression among Bowlers & Batsmen in cricket, International Journal of current resaerch.

Surinder Kumar Sharma; & Vikrant Bhardwaj, (Aug. 2017). Comparative study of Aggression of male Bowlers

& Batsmen of senior district level of Himachal Pradesh, International Journal of Management and

applied Science.

Nazia Khan, (Feb 2015). A comparative study on aggression Between Batsmen and Bowlers in cricket,

Academic Sports Scholar.

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A Level of Aspiration and Well Being among

Team Players of Nashik City

Ashwini T. Kedare,

PG Department of Psychology and

Research Center, L.V.H. College,


Vijay Bachhav,

Assistant Professor of psychology

Department, L.V.H. College,


ABSTRACT

A present study was an attempt to investigate the correlation between level of aspiration and well

being among team players .The present research sample was conducted in 30 team players they

are college going student in District, interuniversity level in Nashik city ,Maharashrta. The age

range was 17 – 25 years. To test were used for the level of Aspiration scale by Dr.M.A. Shah,

Dr.Mahesh Bhargava and Well being Scale by Dr.Santosh K. Varma,Ms.Amita Varma . The result

reviled that the value of 0.65 its shown Moderate correlation between Aspiration and well-being

among team players.

Keywords: Level of Aspiration, Team Players, physical phenomenon.

INTRODUCTION:

Aspiration:

In every day we use 'ambition' or aspiration, they are synonymous and are used inter changeably. The definition

of ambition is given by a standard dictionary as an 'eagerness' for honor, superiority, power or attainment. It

suggests a personal uplifting. Aspiration means the goal of individual that he sets for himself in a task.

Aspiration has three important aspects. First, what performance or aspect of it the individual considers desirable

or important. Second, how will he expect to perform especially in the important aspect? Third, how important

the performance is to him, either as a whole or in its different aspects.

According to Webster dictionary which defines aspiration a "strong desire for realization of ambition", ideas or

accomplishment Eynerch (1972) considered aspiration as level of possible goal (score) an individual sets for

himself, Crites (1972) also expressed similar views and reports that in vocational selection the first stage is

aspiration which is not in touch with apparent reality, though it may have visionary reality.

The use of term aspiration has made in a number of field such as sociology, psychology, religion, ethics

vocational and educational guidance immediate aspiration are the goals that the individual sets for himself for

immediate future such as goals for passing exams, the goals for future and called as remote aspirations

Level of aspiration:

The term level of aspiration was used by Demoo in 1930 in connection with a study of the dynamics of anger.

An individual's aspiration level represents him not as he is at that particular moment but also as he would like to

be. It is a "measure of his intentional dispositions, an important element of his long range behaviour. It is an

index of the person as an individual helps to determent by the amount of self esteem he needs to maintain." An

individual aspire for things out of immediate reach for two reasons. As a social self he is impelled by the

standards of society to compare himself with other's in the realism of achievement and it is the nature of every

healthy human organism to reach out beyond the limits of his current attainment.

Well-being:

Well-being is neither entirely a mental state nor merely a physical phenomenon, but a composite of both. Does

it however mean that one cannot tackle them separately? This is a difficult problem for the medical profession

all over the world. The paradox lies in the fact that the distinction between the mind and the body is not natural

but man-made (or should we say, mind-made!). Put it another way, we make the distinction conceptually, but it



can be argued that it is not real. Sport is a medium through which a player develops both mental and physical

abilities and finally it results into a conscious method of doing whatever one does most effectively, whereas in

other acts we utilize mental and physical abilities partially.

Well-being is viewed as a harmonious satisfaction of one's desires and goals (Chekola, 1975). According to

Campbell and others (1970), the quality of life is a composite measure of physical, mental and social well-being.

Happiness and satisfaction involve many life situations, such as health, marriage, family, work, financial

situation, educational opportunity, self-esteem, creativity, belongingness and trust in-others. The terms like

subjective well-being, happiness, life satisfaction and quality of life are often used inter-changeably.


Chadha and Dhillon studied the psychological well being among players. The relationship between an

individuals economic resources an other component of standard of living and his subjective well-being is

sometimes considered to be curvilinear up to a certain moderate level of living, the major determinant of the

subjective well being would be the matching between situational characteristics demands and opportunities and

the individual needs .The sample consisted of eighty (80) students from Delhi University, (40) student more

those who represented university, and college in carious competitions (40) student (20 male and 20 female)

more university non players.

Hoopes (1930) has studied on this method for studying aspiration level was inferential, which involved drawing

interferences about subject's aspiration level on the basis of over and verbal behavior, including the expression

of the task of activity. His observation revealed that success Tends rays and failure tends, to lower the exiration

level, and that characteristic of the subject like ambition, consciousness and prudence etc. Exercise a

determining effect obviously; the operation of these factors one not likely to make the individual a realistic

enough is goal and expectation.

Kanwal and Kaur (1987) studied the relationship of aspiration level of performance in four hockey skills. The

result indicated that there was a significant relationship between aspiration level and motor skill attainment.

Muthayya, B.C. (1959) conducted a study on level of aspiration and saw its relation to modes of reaction and

frustration among adolescents. He tried to explore the relationship between frustration reaction categories and

different aspiration measures such as goal discrepancy score, attainment discrepancy score etc.

Nishizaa (1996) constructed the well-being scale (SWB), which comprised eight factors: good and poor mental

health, social support and stress, and personal support and stress. Each factor consists of five items. The WBS

was found to save reliable and valid indicator of people's well-being in that Cronbach Alpha 0.70- 0.80; test-

retest reliability (month interval) 0.79; convergent validity with Goldberg's 12 item GHQ (r=0.83) and Kozma

and Stones MUNSH (r=0.82).

Ram Chander (2007) found in study that state and inter college level players have more level of aspiration and

goal discrepancy scores than those of the national and interuniversity level players.

Sharma and Joshi (2000) stated that competition in sports is connected with the aspiration of the individual for

achieving higher goal in other field along plans to create a new record or to become the champion in particular

sports- the higher the category of competition, the higher the aspiration. This might be the reason that female

athlete may have higher aspiration.

OBJECTIVES:

1. To study the level of Aspiration among team players of Nashik city.

2. To study the level of well being among team playersof Nashik city.

3. To study the relationship between level of Aspiration and well being among team players of Nashik city.

HYPOTHESES:

1. There would be relationship between aspiration and well being among team players of Nashik city.


Level of Aspiration:

A hope or ambition of achieving something, an individuals need to meet realistic goals ,receive feedback and

experience a sense of accomplishment



Well-being :

A good or satisfactory condition of existence; a state characterized by health , Happiness and prosperity; welfare.

Team Player: Players are playing in the group. In a team two or more players are including for playing one individual group .

Sample Collection:

The present research study is a survey research which consisted of 30 team players from Nashik city in the age

range of 17-25 years. The random sampling was used in this research.

RESEARCH DESIGN:

Team Players 30

Tools:

Level of Aspiration Measure by Dr. M.A. Shah and Dr. Mahesh Bhargava (1983):

Level of Aspiration Measure Test was developed by Dr. M.A. Shah and Dr. Mahesh Bhargava The reliability of

this test is test retest method and the split half method GDS- .77, ADS-.69, NTRS - .78. The Validity is supported.

PGI General Well-being Measure by Dr. S. K. Varma and Ms. Amita Varma:

The PGI General well-being measure Well being of life . This test was developed by Dr. S. K. Varma and Ms.

Amita Varma.

The reliability were found .98. test retest reliability was .91,for the English version and .86 for the hindi

version .Validity of the test is supported.

VARIABLES:

IV:

Team players of Nashik City

DV:

1. Aspiration

2. Well being

Control Variable:

1. Age: 17 to 25

2. College going Students players

3. District


Hypothesis : There would be relationship between aspiration and well being among team players of Nashik city.

Table : Shows the relationship among team players in terms of Aspiration and well being.

Variable R Value Level of Significant

Level of Aspiration 0.65 Significant

Well being

The calculated value of correlation (r) between an Level of aspiration and well being is 0.65 which is a

Moderate correlation, Substantial but small relationship.

Among sports persons level of aspiration and well being are very important aspects in their daily lives and in

behavior .In this study level of aspiration high in team player their level of well being is also high its

proved .The hypotheses of this research paper is the relationship between aspiration and well being among

team players it is accepted .

CONCLUSION:

1. There is Moderate correlation found between Level of aspiration and Well being among Team players

2. In this research hypothesis was accepted.

LIMITATION:

1.The present research conducted only Nashik city team players college going students.

2.The sample size is limited to 30 team players play for District and interuniversity level.



SUGGESTIONS:

1. Further research can be conducted the large sample.

2. The research can be conducted on the various area of sports persons and various sports.

3. Aria wise difference can also be studies.

4. The research can be conducted by the significant difference of aspiration and well being.

IMPLICATION:

In this research we found that the level of aspiration and well being are correlated each other Level of aspiration

and well being are the most important aspects in sports players. The level of aspiration its help to achieve

something high in good life. Aspiration is positive emotions its help to achieving particular goal and well

being is also positive component of wellness. It is help to increase the level of aspiration and motivating the

sports players and also students.

REFERENCES:

Barron, R. A. (2001). Psychology. New Delhi: Pearson Education Pvt. Ltd.

Bernard, T., Taffesse, A.S. and Dercon, S. (2008). Aspiration failure and well-being outcomes in Ethiopia:

towards an empirical exploration. Available online.

Collard, D. (2006). Research on well being. Some advice from Jeremy Bentham. Phylosophy of the social

science, 36(3),330-354.

Dr. Shah M. A. and Dr. Bhargava Mahesh (1983). Level of aspiration measure, National Psychological

Corporation, Agra-(U.P.),India.

Mangal S. K. (2012). Statistics in Psychology and Education – second edition, New Delhi.

Singh R. P, & Singh M. P. J. Level of aspiration as correlate of creativity. Indian Psychometry&

Edu.,1981,12(I),39-43.

Varma S. K. & Varma Amita (1989). Measure of the well being in various aria, Ankur Psychological

agency ,Indira Nagar,lucknow-16.

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Personality Traits and Self-Esteem Among Female

Players in Male Dominated Sports

Akshay Rajesh Jadhav,

MA 2nd

Year,

Prof. Mrunal Bharadwaj,

HoD of Psychology,


L.V.H.College, Nasik.

ABSTRACT

Objectives: The present research was framed to study the personality traits and its relation with

self-esteem among female players in male dominated sports.

Methods: The sample included a total of 30 females. The criterion test was administered on the

sample to find out the correlation among the personality traits and self-esteem.

Result:The Mean values were computed and Pearson product movement correlation was applied

to check the relationship between Personality traits and Self-esteem. The result revealed that the

positive relationship was found in Personality Traits (Openness to expression, Conscientiousness,

Extraversion, Agreeableness) and self-esteem. And the negative relationship was found in

Personality trait (Neuroticism) and Self-esteem.

Conclusion: On the basis of obtained results researchers concluded that Personality Traits

(Openness to expression, Conscientiousness, Extraversion, Agreeableness) leads to the high level

of self-esteem and Personality Traits(Neuroticism) leads to low level of self-esteem.

Keywords: Personality Traits, Self-esteem, Female Players, Male dominated Sports.

INTRODUCTION:

Personality mainly describe as a set of differences (Individual) which are affected by the development of an

individualhabits, Individual skills, Individual’s social relationships, Individual values& Individual attitudes.

Various Personality theorists coined their own definitions of the Personality. The term "personality trait" relate

to enduring personal characteristics that mainly are revealed in a specificpattern of behavior in different

situations.

Allport defined personality as “The dynamic organization within the individual of those psychophysical systems

that determine his characteristic behavior and thought”.

PERSONALITY TRAITS:

Widely there are five constant which describe an individual’s personality. These five Constants are also known

as “Big Five” Factors, & the model is referred to as Five Factor Model also compressed as FFM.The Five

Factor Model was proposed by Costa & McCrae, 1992 and most often elucidate the relation between an

individual’s personality &behaviors. Below mentioned are five personality traits of a distinctive person.

Openness to expression: Individuals with Openness to expression are often more active. These individuals have

immense preference in order to obtain creativity & artistic. They follow their heart. They follow their inner feelings.

Conscientiousness: Person with Conscientiousness personality trait consistently follow to their conscience and

behave correspondingly. These persons are highly attentive and self-disciplined.

Extraversion and Introversion: Very famous Psychologist Mr. Carl Jung familiarized the terms

‘Extraversion’& ‘Introversion’.

Extraversion: Extraversion is a state where various persons show pertain to towards what’s going on outside.

Such persons love to be in touch with people around them. These persons are generally very much talkative.

Introversion: And on the other side Introversion is a state when a person is more related only with his/her self.

Agreeableness: Agreeableness is a personality trait which is related to adjusting pattern of an individual in all



situations. Such persons don’t crib. They always face changes with a smile.

Neuroticism: Neuroticism is mainly related to where individuals negative thoughts such as, anger, anxiety, guilt

and so on. Such people are mostly in depression. They don’t know how to enjoy life. They always look to the

bad side of the coin. They find hard to cope up with stress.

SELF-ESTEEM:

Self-esteem reflects a person's overall subjective emotional evaluation of his or her own worth. It is a judgment

of oneself as well as an attitude toward the self. Self-esteem encompasses beliefs about oneself, (for example, "I

am competent", "I am worthy"), as well as emotional states, such as triumph, despair, pride, and shame. Smith

and Mackie (2007) defined it by saying "The self-concept is what we think about the self; self-esteem is the

positive or negative evaluations of the self, as in how we feel about it."

Blascovich&Tomaka defined self–esteem as “An individual's sense of his or her value or worth, or the extent to

which a person values, approves of, appreciates, prizes, or likes him or herself.”


Bruce D. Kirkcaldy (1985) 26 conducted “personality profile of various level of athletic participation. Various

grades of athletes (265 male and 134 female) were administered the German version of the EPQ. The entire

group was characterized by being highly extraverted and less neurotic.

Kumar et al; (1986) 27 have reported that athletes have more outgoing personality than non-athletes and it

supports the findings of Eysenck et al.(1982), who found in their study using E.P.Q. that athletes incline to be

more extrovert than the non-athletes

Musmere et al; (1999)34, however, found adult female athletes to be more reserved (factor a) and tough minded

(factor-1) than non-athletes. In addition to these factors intelligent (factor b+) and happy go lucky (factor f+)

were present more in athletes than in non- athletes implying that neurotic factors are present more in non-

athletes.

Maurício et al; (2005) 36 conducted a study “Comparison of personality characteristics between high-level

Brazilian athletes and non-athletes” They found that high level of Brazilian scored high at extrovert and low at

neuroticism. Non-athletes scored high neuroticism and low extroversion.

SIGNIFICANCE OF STUDY:

Now-a-days we see that our society is getting open day by day. We can see the difference between the previous

generation and this generation in regards to societal norms. Today our society is openly talking about so many

issues which initially were taboo. Sports are one of the things where we see the gender discrimination from ages.

There are so many games are male dominating since ages. Sport is social gathering where people come together

for the purpose of enjoyment by competing with each other. And we can see that sports has gender

discrimination especially females face too much discrimination. This study focuses on the personality traits of

those females who achieved top most position in those sports which is dominating by male.

RESEARCH METHODOLOGY:

STATEMENT OF PROBLEM:

To study the Personality Traits & self-esteem among female players in Male Dominating Sports

OBJECTIVES:

To study the personality traits among Female players in Male Dominating Sports.

To study the level of self-esteem among Female players in Male Dominating Sports.

To study the correlation among various personality traits & self-esteem among Female players in Male

Dominating Sports.

HPOTHESES:

There would be relationship in terms of Openness to expression&Self-esteem among female players in Male

Dominating Sports.

There would be relationship in terms of Conscientiousness &Self-esteem among female players in Male

Dominating Sports.



There would be relationship in terms of Extraversion &Self-esteem among female players in Male

Dominating Sports.

There would be relationship in terms of Agreeableness &Self-esteem among female players in Male

Dominating Sports.

There would be relationship in terms of neuroticism &Self-esteem among female players in Male Dominating

Sports.

SAMPLE:

The sample for the present research study consists of 30 Female Players (Cricket, Kabadi) from Nasik City.

Purposive sampling method was used for sample selection. The age ranges of the sample were 16-24 years.

PROCEDURE:

For this present study 30 Female Players were selected. Who were ready to be part of the study. At the primary

level, criterion test was administered on the group individually and then researcher studies their Personality

Traits and Self-esteem. The obtained results were correlated to check whether any significant relationship could

be found among various Personality Traits &Self-esteem.

VARIABLES: CONTROLLED VARIABLES:

Personality Traits Age: 16-24years

Self-esteemRegion: Nashik city

Female PlayersEconomic status: Middle class

Gender


Personality Traits: Scores of individual measured by Eysencks’s personality questionnaire, developed by Hans

Eysenck. Personality traits measured are Openness to expression, Conscientiousness, Extraversion,

Agreeableness and neuroticism.

Self-Esteem: Scores of individuals measured by Rosenberg’s self-esteem scale developed by Rosenberg.Self-

esteem is altogether opinion of oneself- how one feels about his/her abilities and limitations.

Female Players: Females who play Male Dominating Sports.

Male Dominating Sports: Sports which are male dominating from ages. Those sports which mainly male

centric.

RESEARCH DESIGN:

The present research is a correlation study, which includes two variables one personality traits and the other

self-esteem.

TOOLS:

Five Factor Personality Inventory (1992):

The present questionnaire was developed for the measurement of five personality traits,

Conscientiousness,Openness, Agreeableness, Extroversionand Neuroticism. The scale consisted 60 questions

and each item has five option 4 point likertscales.

Reliability: -Validity:

Internal Consistency Reliability.Content Validity.

Rosenberg’s Self-Esteem Questionnaire (1965):

A 10-item scale that measures global self-worth by measuring both positive and negative feelings about the self.

The scale is believed to beUni-dimensional. All items areansweredusing a 4-point Likert scale format rang in

between strongly agree &strongly disagree.

Reliability: -Validity:

Satisfactory Reliability. Satisfactory Validity.



RESULTS & DISCUSSION:

To analyze the data means and Pearson’s r-correlation was computed to check the relationship. The obtained

data is systematically presented in the following tables.

H1:-There would be relationship in terms of Openness to expression&Self-esteem among female players in

Male Dominating Sports.

Variable N Mean r Significance

Openness 30 44

Self-esteem 30 19.36 0.66 Significant

Table-1 indicates correlation between Openness to expressionto Self-esteem. For this analysis, Pearson’s

Product movement correlational method was used. For the obtained value in table indicates that correlation

between Openness to expression and Self-Esteem is 0.66 and is significant. This indicates that the correlation

between Openness to expression and Self-esteem is Positive which means higher theOpenness to expression

higher is theSelf-esteem. This relation indicates that female players with this trait express imaginations, feelings,

actions, ideas with their respective sport.

H2:- There would be relationship in terms of Conscientiousness &Self-esteem among female players in Male

Dominating Sports

Variable N Mean R Significance

Conscientiousness 30 38

Self-Esteem 30 19.36 0.69 Significant

Table-2indicatescorrelation between Conscientiousness to Self-esteem. For this analysis, Pearson’s Product

movement correlational method was used. For the obtained value in table 2 indicates that correlation between

Conscientiousness &Self-Esteem is 0.69 and is significant. This indicates that the correlation between

Conscientiousness &Self-esteem is Positive which means elevatedConscientiousness leads to the elevation into

Self-esteem.

H3: There would be relationship in terms of Extraversion &Self-esteem among female players in Male

Dominating Sports.


Extraversion 30 40


Table-3indicates correlation between Extraversion to Self-esteem. For this analysis, Pearson’s Product

movement correlational method was used. For the obtained value in table 3indicates that the correlation

between Extraversion &Self-Esteem is 0.58 and is significant. This indicates that the correlation between

Extraversion &Self-esteem is Positive which means elevation in theextraversion leads to the elevation into self-

esteem.

H4:-There would be relationship in terms of Agreeableness &Self-esteem among female players in Male

Dominating Sports.


Agreeableness 30 42


Table-4indicates the correlation between Agreeableness to Self-esteem. For this analysis, Pearson’s Product

movement correlational method was used. For the obtained value in table 4indicate that correlation between

Agreeableness &Self-Esteem is 0.73 and is significant. This indicates that the correlation between Agreeableness

&self-esteem is Positive which means elevation in theAgreeableness leads to elevation into self-esteem.

H5:- There would be relationship in terms of neuroticism &Self-esteem among female players in Male

Dominating Sports.




Neuroticism 30 32

Self-esteem 30 19.36 -0.87 Significant

Table 5 indicates the correlation between neuroticism &self-esteem. For this analysis, Pearson’s Product

movement correlational method was used.For the obtained value in table- 5indicates that correlation between

Neuroticism &Self-Esteem is -0.87 and is significant. This indicates that the correlation between neuroticism &

Self-esteem is Negative which means elevation into the neuroticism leads to the elevation into self-esteem.

CONCLUSION:

In the present study, it was found that,

There is a positive relationship between Openness to expression &Self-Esteem among female players in Male

Dominating Sports.

There is a positive relationship between Conscientiousness & Self-steemamong female players in Male

Dominating Sports.

There is a positive relationship between Extraversion &Self-Esteem among female players in Male

Dominating Sports.

There is a positive relationship between Agreeableness &Self-Esteemamong female players in Male

Dominating Sports.

There is a high negative relationship between neuroticism &Self-Esteemamong female players in Male

Dominating Sports.

LIMITATION:

The present data is collected from Nasik city only the result cannot be generalized.

The sample size is limited to 30 Female.

The age group of the sample was limited.

SUGGESTIONS:

The research can be further conducted on a large group.

Gender difference can also be studied.

The research can be conducted on a wider age group.

Subjects with different social classes and educational background could be studied for further research.

IMPLICATIONS:

Therapy sessions constantly take up issues like demotion in self-esteem and help person to achieve strong sense

of self. People with demoted self-esteem might work with therapists on increasing the assertiveness, confident,

and self-awareness. Sensing the awareness of accomplishment istremendous elevation to self-esteem. Therapy

can assist people to identify various activities that canelevate the range confidence and competences. Many

therapists concentrate on assisting people tocreate self-compassion to develop rational and realistic, achievable

aims for themselves. Show some encouragement they would give to others.

Goal-directed forms of therapy are commonly used for people struggling with self-esteem issues. There are

many types of therapy that identify a specific goal or outcome for treatment, including brief, solution-focused,

and cognitive-behavioral therapies.

The traditional individual psychotherapies, psychoanalysis, client centered and Gestalt therapies deal with

neurotic disorders. More recently other methods have come into existence; such as behavior modification, bio

feedback and chemical treatment, etc. These recent therapeutic procedures seem to be helpful depending upon

the type of neurotic disorder.

REFERENCE:

Bruce D. Kirkcaldy, (1985). Personality profiles at various levels of athletic participation. Deutsche

Sporthochschule, 5000 Cologne 41, Carl-Diem-Weg, West Germany.

Kumar, A.Shukla, S. H. and Thakur, G.P. (1986). Extraversion, Neuroticism and Psychoticism in Athletes and



Non-Athletes. 1st National conference of Sports Psychology, Gwalior(India), , pp. 103-104.

Musmere and Rugh, (1999). Personality and women athlete. International Journal of Sports Psychology, pp. 3,

25-31

Maurício, Bara Filho, RibeiroGattás and Garcia, Félix Guillén, (2005). Comparison of personality

characteristics between high-level Brazilian athletes and non-athletes., Rev Bras Med Esporte, Vol. 11,

n.2, pp. 115- 120.

Manual of Neo-Five Factor Personality Inventory 1992

Manual of Rosenberg’s Self-Esteem Questionnaire

McCrae, R. R., & John, O. P. (1992).An introduction to the five-factor model and its applications. Journal of

Personality, 60, 175–215

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Emotional Maturity and Level of Optimism Among Players

Vaishali Naikwadi,

Prof. Mrunal Bharadwaj,

HoD of Psychology,

L.V.H.College, Nasik, India.

Ms. Jayamala,

L.V.H.College, Nasik, India.

ABSTRACT

Objectives: This research was coined to study the Emotional Maturity and the level of Optimism

among players.

Methods: The sample included a total of 30 males. The test was administered on the sample to find

out the correlation between Emotional Maturity and Optimism.

Result: The Mean values were computed and Pearson product movement correlation was

performed to find out the relationship between Emotional Maturity and Optimism. The result

revealed that the positive relationship was found in Emotional Maturity and Optimism

Conclusion: On the basis of obtained results researchers concluded that Emotional Maturity leads

to high level of Optimism.

Keywords: Emotional Maturity, Optimism, Male Players.

EMOTIONAL MATURITY:

In order for an athlete to display maximum sports performance at any level essential to cultivate and display

emotional maturity, the ability to use logical thoughts to make mature decision during competition. The display

of emotional maturity, or lack of, definitely played a role in the on –field performance. Waking up the other

team through actions emotional immaturity and getting even right away can backfire. Emotional maturity is

probably the most difficult “ability” to acquire. A player must play with high emotion. Cultivating maturity as

an athlete begins when a child enters the world of competitive sports. The maturing process never stops. All

athletes who can keep emotions in check during competition have better chance to succeed.

OPTIMISM:

Abraham Lincoln once said an optimist as someone who “finds opportunity in every difficulty” while a

pessimist to be someone who ‘finds difficulty in every opportunity. Other way to be an optimistic is a person

who like to be overcome all the obstacles which comes in his/her path.. Explanatory style examines the way an

individual explains the way an individual explains their experiences, successes and failures (Scheier &

Carver,1985 ln. Martin-Krumm et al, 2003). Looking at how many people explain certain events, or the reason

behind the athletes’ success or failure, we can see if they are optimistic or not. We can also use people’s

explanatory style to predict biases, and future outcomes because of their expectations of success and failures

(Seligman, 1991).

Optimistic explanatory style (Peterson, 2000):

1) Positive events:-internal (within persons control) stable (this reason will always be there) and global (effects

everything) causes e.g. we won the game because I am talented.

2) Negative event:-external (outwith person’s control), unstable (the reason is only temporary) and specific

(only effects that certain situations) factors e.g. we lost the game because the other team scored a lucky goal.


1) Tracey, et.al (19950 conducted a research on the transition experience of first year university track and field

students athletes. A narrow range of sports programs. The social requirement of living with other s also made



demand on their emotional maturity as they completion of the entire personal interview; there was a general

feeling of optimism.

2) Nk Rathee, et.al (2011) international journal of sports conducted a research on an investigating of emotional

maturity among international, national and state level players. In the present study this is interesting psycho

biosocial phenomenon was explored among international, national and state level handball players of India. The

subject (N=120) were handball players who had participated at these three different performance level of

competition.

3) A Mills, et.al (2012) conducted a study on identifying factors perceived to influence the development of elite

youth football academy players. The finding underlines the multidimensional nature of talent development and

suggests that an intricate combination of stage specific factors must manifest for gifted young players to

translate their potential into excellence

SIGNIFICANCE:

In our personality, there are some traits which enhance the person’s performance such s optimism and emotional

maturity. From this study I would like to study the level of optimism and emotional maturity of player. This

study will help to evaluate the players’ better performance. It will contribute to understand the player

personality traits which affects on their performance.

Here I will measure the optimism and emotional maturity of players. This study assesses the level of optimism

and emotional maturity which is helpful for the better performance of the player.


Statement of Problem:

To study Emotional maturity and level of optimism in sports player

Objective:

1) To measure the emotional maturity among sports players

2) To measure level of optimism among sports player

3) To find relationship between E.M& level of optimism

Hypothesis:

1) There would be high emotional maturity among player.

2) There would be high optimism among player.

3) There would be positive relationship among emotional maturity and optimism

Sample:

The sample for present research study consist of 30 Players (Cricket, volleyball, football) from Nasik city.

Random sampling method was used for sample selection. The age range of sample were 15-25

Procedure:

For the present study 30 male Players in college setting were selected, who were ready to cooperate. At the

initial level, criterion test was administered on the group and study their level of optimism and emotional

maturity and obtained results were correlated to check whether any significant relationship could be found in

level of optimism and emotional maturity.

Variable:

1) Optimism

2) Emotional Maturity

Control variable: 1) Male player

2) Region:-Nasik

3) Age (15-25)




Optimism:

Score of individual measured by Optimistic Pessimistic Attitude Scale developed by D S Parashar.

Emotional maturity:

Score of individual measured by Emotional Maturity Scale by Km Roma Pal.

Research Design:

The design of the study is non experimental correlation design which include two variable

1) Optimism and 2) Emotional maturity

TOOLS:

Optimistic Pessimistic Attitude Scale(1987):

The present questionnaire was developed for the measurement of Optimism and Pessimism. The scale consisted of

40 items and each item has two options –agree and disagree. If the person feel that he need s to agree with

statement; he will tick the option agree and if the person feels that he needs to disagree with statement he would

tick on options disagree. The calculated raw score are used for calculations and then further interpretation is done.

Reliability:

K. R. Formula r =0.62

Test retest interval of two months r=0.74

Validity:

(Face validity) 0.77

Emotional maturity scale(1997):

The present questionnaire was developed for the measurement of Emotional maturity.The scale

consisted of 40 items and each item has five options – strongly agree, agree, moderate, disagree and strongly

disagree. If the person feel that he need s to agree with any one of the options for statement; he will tick one

option strongly agree, agree, moderate, disagree, strongly disagree. The calculated raw score are used for

calculations and then further interpretation is done.

Reliability:

Split half reliability r=0.79

Test retest reliability r=0.82

Validity:

The validity of coefficient of the present scale with Singh and Bhargava was found to be 0.84 .

Interpretation of Result:

Table No. 1

Variable Mean r-value Significant

Optimism 13.53 0.85 S

Emotional maturity 82.13

This table shows the relation between optimism and emotional maturity. For this analysis Pearson’s product

movement method of correlation was used. For the obtained value in the given table shows that the correlation

between Optimism and level of Emotional Maturity is 0.85 and is significant. This indicates that the correlation

between Optimism and Emotional Maturity is positive.

DISCUSSION:

In this study the hypothesis is supported after completing the research. Researcher proposed to find out the

relation regarding optimism and emotional maturity among sports players. The researcher selected the sample

30 sports player by using randomized sample method.

In the first hypothesis result show that there is Emotional Maturity among sports players and to support that

researcher conducted this test on 30 samples and the study found that Emotional Maturity level is significant in

selected sample size. For this Emotional Maturity Scale (Km Roma Pal) was used which shows mean is 82.13.

In the second hypothesis result shows that there is Optimism among sports player and to support that researcher

conducted this test on 30 samples and the study found that Optimism level is significant in selected sample size.

For this Optimistic Pessimistic Attitude Scale (D S Parashar) was used which shows mean is 13.53.

In the third hypothesis result shows that there is relation between Optimism and Emotional Maturity is 0.85 and



is significant. This indicate that the correlation between Optimism and Emotional Maturity is positive which

means higher the level of Emotional maturity, higher is the Optimism

CONCLUSION:

It is concluded that, researcher has found, that all the hypothesis got accepted.

There is high emotional maturity among player.

There is high optimism among player.

There is positive correlation between Optimism and Emotional Maturity is 0.85 and is significant. This

indicates that the correlation between Optimism and Emotional Maturity is positive.

This means that when the level of Optimism is high in individual; Emotional maturity is also high and if the

level of Optimism is low in individual that time Emotional maturity is also low.

LIMITATIONS:

The present data is collected from Nasik city only. The result cannot be generalized

The sample size is limited to 30 male.

The age group of sample was limited.

SUGGESTION:

The research can be further conducted on large group.

Gender difference can also be studied.

The research can be conducted on wider age group.

Subject with different fields could be studied for further research.

The research can be conducted in different regions.

IMPLICATION:

Many research studies support the notion that optimistic and emotional maturity is linked. The social skills to be

connected with people to make friendship are learnt in the childhood. Adolescence is referred as the period of

stress and storm. The adolescent players who are optimistic also found interest in various sports, are more

cynical and feel optimistic about the future. The family guidance and support leads emotional nurturance. The

optimism among players can be due to the family climate which leads emotional nurturance, guidance and

support. Optimism leads to favorableness and lead to overt emotional maturity. So Optimism and emotional

maturity are determinants of each other. Emotional matured people can create optimistic sporty environment in

themselves which leads to favorable situation.

REFERENCE:

Tracey, (1995). Ztthe transition experience of first year university track and field students athletes. A narrow

range of sports programs.

Nk Rathee, (2011). International journal of sports conducted a research on an investigating of emotional

maturity among international, national and state level players.

A Mills, (2012). Identifying factors perceived to influence the development of elite youth football academy

players.

Manual of Optimistic Pessimistic Attitude Scale ( 1987).

Manual of Emotional maturity scale(1997).

-----



Aggression and Emotional Intelligence

Perceived amongst Sports Persons

Miss. Namrata V Jagwani,

L.V.H College, Nashik, India

Miss. Saloni R Thakkar,


Miss. Viralee C Desai,


Prof. Roshani Satish Gujarathi,

Director,

Physical Education Department, India

ABSTRACT

The study was done to assess aggression and emotional intelligence between males and females.

These variables can affect or enhance the overall performance of a sports person. The sample

included a total of 30 sports players out of which 15 were males and 15 were females. The

hypothesis formulated for the study were that there would be no significant difference in both,

aggression and emotional intelligence between male and female sports players. These 30 sports

players were from different sports. The tools used were, two measures i.e. emotional intelligence

scale by Anukool Hyde, Sanjyot Pethe and Upinder Dhar and aggression scale by Km. Roma Pal

and Dr. Tanseem Naqvi. Means and SDs were computed to check the difference in aggressionand

emotional intelligence between male and female sports players.

Keywords: Aggression, emotional intelligence, sports persons.

INTRODUCTION:

Emotional intelligence (EI) or Emotional quotient (EQ) is defined as the ability of a person to identify,

distinguish and manage emotions of their own and others’ as well. By identification we basically become aware

of the emotions we are facing; by separation of emotions we not only just mean to separate them but also label

them appropriately and by managing we could say that how wisely we use our emotions to face our day to day

problems, adjust with the environment and also to achieve our goals in life. This definition consists of five main

components such as motivating ourselves, managing emotions, self-awareness, knowing others’ emotions

(empathy) and handling relationships.

Currently, we know three important models of emotional intelligence:

1. Ability model

2. Mixed model

3. Trait model

Different models of EI have helped psychologists to invent several instruments for assessment of the construct.

While some of these measures may overlap, most researchers agree that they tap different constructs. Specific

ability model is responsible to let us know the ways in which emotions help us to know our thought process and

understanding ability.

In light of this definition, emotional intelligence of a sports player can be defined as the ability to motivate

him/herself, control his/her feelings(towards his/her teammate, his/her opponents and supporters, referee, the

managers, managers of opposite team and other similar factors), to direct controlled feelings in a positive way,

to establish positive and effective communication and to gain control over stress. Emotional intelligence is an

important component for sports players, as high EI is associated with high level of performance in sports. An

athlete must recognize one’s emotions as well as teammate’s and opponent’s emotions in order to perform well

in sports.

Aggression:

Aggression is an emotion which is shown openly by harmful, social interaction with the intention of causing



long lasting damages or other troublesome actions upon other individual. It may occur basically because of two

reasons i.e. either by counter-attack or without provoking the individual. In humans, frustration can be one of

the biggest cause of aggression. Frustration may arise because of failure or impatience in achieving their goals.

Aggression in humans can be divided into following:

Direct aggression: If a person shows physical or verbal behavior intentionally to hurt others physically or

emotionally, then it can be described as direct aggression.

Indirect aggression: If a person shows a certain kind of behavior to cause harm in social relations of a group or

an individual, then it is described as indirect aggression.

Several theories on aggressionhave been enlisted which are classified in into four main categories as:

1. Instinct theory suggests that physiological or inborn drives such as hunger, thirst etc. result in aggression.

2. Social learning theory suggests that aggression is not merely due to biological drive, rather it is a function of

learning.

3. Moral reasoning theory suggests that aggressor tries to prove his or her actions as proper.

4. Frustration-aggression hypothesis says that aggression is nothing but result of frustration.

Terry and Jackson (1985) defined aggression in sport as: ‘harm arousing behavior which has no direct

relationship with the competitive goals of sport, leads to the incidents in which uncontrolled aggression is seen

outside the rules of sport, rather than highly competitive behavior within the rule boundaries.’

Aggressive and violent actions which might be illegal outside sport, or in supposedly non-contact sports like

Basketball, Football, etc. are legal and allowed in the context of combat sports like Judo, Karate and Wrestling,

or team contact sports like Rugby, American football and Ice hockey. These sports which may be within the

rules of the game and not intended to harm or injure are characterized by high levels of aggression and often

violent physical contact. But this kind of behavior out of sports context may be considered as a crime.


Mastram and Jaswant (in 2016) carried out a study on 200 judo players to analyze aggression and EQ between

male and female sports players. The results showed that there was a significant difference in aggression

between male and female sports players. Male players were found to be more aggressive than their counterpart

female players. There was no significant difference in EQ between male and female players.

Mahesh Kumar (2015) carried out a study with an objective to find out the aggression level among the

sportsperson of semi-contact games. A total number of 200 (100 male and 100 female) players of semi-contact

games like Basketball, Handball, Kho-Kho and Football of Haryana state who participated at national and Inter

University level were contacted to collect the information. It was found that in over all male sportspersons of

semi-contact games having more aggressive tendency as compare to their female players. It was also discovered

that the aggression level of Basketball players was found higher as compare to the players of Handball, Kho-

Kho and Football games.

Dr. Rajkumar P Malipatil (2016) carried out several tests on sports players measuring emotional intelligence,

aggression and socioeconomic status between males and females. Out of all his findings one of them suggested

that there were same level of aggression between male and females and there was no significant difference

between them. Another finding suggested that there was no significant difference in EQ too between male and

female sports players.

Dr. Rupendra Singh Rathore (2014) studied difference in EI between male and female sports persons from

University of Rajasthan. On the basis of the result obtained from EI test developed by Dr. N.K. Chadha it was

clearly stated that there is significant difference between emotional intelligence level of male and female

athletes of University of Rajasthan. This difference is mainly due to the traditional Indian society where the

males are more likely to express dominance over females, the outward expressions of any form of negative

feelings and emotions are not considered to be appropriate for the females. Therefore, females who are still

adhering to the traditional roles assigned by the society were the ones who scored higher on the given scale of

emotional intelligence than males.

Dr. Nagina Parveen & Dr. Yasmeen Iqbal carried out a study to inspect the differences between female and male

athletes of Hyderabad city with respect to their emotional intelligence. It was shouldered that female athletes

would have high emotional intelligence as compared to the male athletes. Foe examination, a test was applied

on all of the participants of the study which included 70 female and 70 male athletes. For this, the “Emotional

Intelligence Test” developed by Dr. N. K. Chadha (1998) was used. The statistical analysis of “t-test” revealed a

significant difference (i.e. t=3.795, p<0.01) in the emotional intelligence of female and male athletes the city.

The results confirmed the hypothesis. Findings of the current study indicate that females are more emotionally



intelligent than male athletes in case of gender differences. The higher level of emotional intelligence of female

than male in Sindhi surroundings are explained in terms of traditional trends, pattern of society and social roles

assigned to each gender with respect to culture in Sindh.

Mathivanan D and Clement Chilishe worked on a comparative study to attempt and examine the differences in

emotional intelligence between female and male athletes of Lusaka Province. Variables like Self-awareness,

Self-regulation, Motivation, Empathy and Social skills were selected. It was assumed that female athletes would

have high emotional intelligence as compared to the male athletes. A test was applied on 30 male and 40 female

athletes to get results.The test given was “Emotional Intelligence Test” developed by Dr. N. K. Chadha (1998).

Statistical analysis by computation of “t-test” showed a significant difference in the emotional intelligence of

female and male athletes of Lusaka Province. The results confirmed the hypothesis which proved that women

showed significantly high level of emotional intelligence than men. The higher level of emotional intelligence

of female than male in Lusaka Province are explained in terms of traditional trends, pattern of society and social

roles assigned to them according to African culture.

OBJECTIVES:

1) To study aggression and emotional intelligence among male and female sports players.

2) To study the difference in aggression and emotional intelligence between male and female sports players.

HYPOTHESIS:

1) There would be no significant difference in aggression between male and female sports players.

2) There would be no significant difference in emotional intelligence between male and female sports players.

Sample:

The sample for the present research consisted of 30 sports players from Nashik city. The sample was randomly

selected. The age range of the sample was 14-24 years.

Variables:

1) Aggression

2) Emotional intelligence

3) Sports players

Controlled variable

1) Age 14-24

2) Nashik city

Tools:

Aggression scale (A-scale) by Km.Roma Pal and Mrs. Tanseem Naqvi:

The scale constitutes of 30 items. Each of the item has five alternative answers (multiple choice) graded on the

five point scale on the positive dimension and a zero point on the negative dimension. Scoring was carried out

manually with ease and hence no scoring key is provided.

Reliability: The reliability coefficient was 0.78.

Validity: The test is valid for the measurement of aggression of 14 to 24 years of age group. The present scale

is available in Hindi and English. The validity coefficient of both the test was 0.78 which show Hindi as well as

English version of the scale is valid for measuring aggression.

Emotional intelligence scale by Anukool Hyde, Sanjyot Pethe and Upinder Dhar:

The scale constitutes of 34 items and each item has five options graded on a five point scale. There is no time

limit. Manual scoring is done conveniently and hence no scoring key is provided.

Reliability: The reliability of the scale was determined by calculating reliability coefficient on a sample of 200

subjects. The split-half reliability quotient was found to be 0.88.

Validity: The reliability index was calculated which indicated high validity on account of being 0.93.


To analyze data, means and SDs were calculated and t was computed. To achieve the main aim of the study i.e.

“To study the aggression and emotional intelligence among male and female sports players”. In order to achieve

the aim, the aim is divided in two objectives and objective wise results were displayed below. To achieve the

first objective of study, i.e., “To assess aggression between male and female sports players”, an independent

sample t test was used.



Table 1: Shows mean, SD and t-value of emotional intelligence among male and female sports players

Variable Gender N Mean

Value S.D t-Value

Level of

significance

Emotional

intelligence

Male players 15 133.53 15.08 1.90 NS

Female players 15 142.4 10.73

It is apparent from the Table 1 that the mean scores of emotional intelligence of male and female sports players

was 133.53 and 142.4 with S.D.’s 15.08 and 10.73 respectively. The t-value obtained was 1.90 which shows

that there is no significant difference between male and female players, which is in agreement with the

hypothesis. Thus, the hypothesis that “There would be no significant difference in EI between male and female

players” was accepted as per the results of t-test.

In order to achieve the second objective of study, i.e., “To study aggression between male and female sports

players”, independent sample t test was used again.

Table 2: Shows mean, SD and t-value of aggression among male and female sports players

Variable Gender N Mean

Value S.D t-Value

Level of

significance

Aggression Male players 15 64 21.20

1.08 NS Female players 15 81.73 25.38

Table 2 shows that the mean scores of aggression of male and female sports players was 64 and 81.73 with

S.D.’s 21.20 and 25.38 respectively. The t-value obtained was 1.08. It shows that the difference in aggression

between male and female sports players was not significant. Thus, the null hypothesis, i.e., “There would be no

significant difference in aggression of male and female sports players” was accepted. It means that male and

female players have almost same level of aggression.

The result of the present study supported by Dr. Rajkumar P Malipatil (2016) also found that there was not any

significant difference in EI and aggression between male and female sports players.

CONCLUSION:

It is quite clear from the result that there is no significant difference in EI between male and female sports

players. It shows us that male and female players have acquired a similar sense of perceiving emotions in

various aspects like self-awareness, motivation, empathy, social skills and self-regulation. They have been

playing sports since many years and thus the motivation of achieving their goals, knowing their worth and

proving the world that no one is less has led to similarities in emotions. It is also clear from the result that there

is no significant difference in aggression between male and female sports players. Earlier, researchershad

proven males to be more aggressive than females. This was seen, as women were considered as emotionally

weak in a male dominant society. But now women have started believing that such outward displays of

aggression allow them to seize the initiative from traditionally dominant men. All of this has finally led to a

similar level of aggression in females which is also reflected by their nature while playing sports.

REFERENCES:

Ciccarelli , Saundra, White N. (2011). Psychology: An Exploration (2nd edition), Pearson Publications.

Statistics in Psychology and Education (second edition), S.K. Mangal.

Manual for Emotional Intelligence Scale, by Anukool Hyde and Sanjyot Pethe, Vedant Publications.

Manual for Aggression Scale, by Roma Pal, Agra Psychological Research Cell, 1986.

Aggression, emotional intelligence and well-being among judo players: A comparative study by Mastram and

Jaswant (2016). Research Scholar, Punjab University, Chandigarh, India.

Masum R, Khan I. Examining the Relationship between Emotional Intelligence and Aggression among

Undergraduate Students of Karachi. Educational Research International. 2014; 3(3):36-41.

Mr. Milind Bhakte and Prof. Rajesh Pratap Singh, Study of Anxiety, Aggression and Emotional Intelligence

among the Sportsman (2016).

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Achievement Motivation: Participation in Outdoor and Indoor Sports

Dr. Sudhir Mulchand Pawar,


Department of Psychology

V. P. S. P. M. S. Arts, Commerce &

Science College, Kannad, India.

ABSTRACT

The purpose behind this investigation is to achievement motivation of studentsare affect by

participation in outdoor or indoor sports, for this investigation Purposive randomized sampling

technique was employed to select the participants. Initially sample of 200 subjects was taken from

the population in which 100 subjects were outdoor sports students another 100 subjects were

indoor sports students.Level ofachievement motivation of studentswas determined with the help of

marks obtained by the Achievement Motivation Scale (n-Ach) constructed by Pratibha Deo and

Asha Mohan., mean, S.D. and ‘t’ test was applied to find out the difference between groups. The

result obtained through the study showed that outdoor sports students exhibit higher achievement

motivation than indoor sports students.

Keywords: Outdoor Sports, Indoor Sports, Sports Students, Achievement Motivation.

INTRODUCTION:

The investigations of human and condition cooperations for the most part consider the extremes of condition on

people or how people influence the earth. It is outstanding that physical action enhances both physiological and

mental prosperity, however additional proof is required to find out how unique situations impact and shape

wellbeing. This audit considers the declining levels of physical movement, especially in the Western world, and

how nature may help persuade and encourage physical action. It likewise addresses the extra physiological and

emotional well-being benefits that seem to happen when practice is performed in an open air condition. Be that

as it may, individuals' connectedness to nature has all the earmarks of being changing and this has critical

ramifications regarding how people are presently communicating with nature. Obstructions exist, and it is

essential that these are considered while talking about how to make practice in the outside open and gainful for

all. The synergistic mix of activity and presentation to nature and in this way 'nature's could be utilized as a

capable device to help battle the developing occurrence of both physical idleness and non-transferable infection

(Gladwell, V. F., Brown, D. K., Wood, C., Sandercock, G. R., and Barton, J. L. 2013).

A relative age impact has been distinguished in Masters sports (Medic, Starkes, and Young, 2007). Since sexual

orientation, age, and sort of game have been found to impact the relative age impact in youth sports (Musch and

Grondin, 2001), Medic, N., Young, B. W., Starkes, J. L., Weir, P. L., and Grove, J. R. 2009). inspected how

these three factors impacted conceivable relative age impacts among Masters swimmers and olympic style

events competitors. Utilizing documented information in the vicinity of 1996 and 2006, recurrence of interest

passages and record-setting exhibitions at the US Masters titles were inspected as a component of a person's

constituent year inside any 5-year age classification. Study 1 explored the recurrence of Master competitors

who took an interest; Study 2 inspected the recurrence of execution records that were set crosswise over

constituent years inside an age classification, while representing the dispersion of investment frequencies.

Results demonstrated that an investment related relative age impact in Masters sports is more grounded for

guys, that it turns out to be dynamically more grounded with each progressive decade of life, and that it doesn't

vary crosswise over olympic style events and swimming. What's more, an execution related relative age impact

in Masters wear is by all accounts more grounded for swimming than olympic style sports, however it doesn't

vary crosswise over sexual orientation and many years of life.

The connections between way of life don members and the regular or manufactured settings in which they are

dynamic are conceptualized. This exploratory examination of way of life don members, in light of information



gathered through an online review and top to bottom meetings with way of life wear members in The

Netherlands, uncovered three investment composes: Exercisers, Experiencers and Exceeders. An examination

of these gatherings' inspirations and inclinations uncovered that the utilization of way of life sports is more

heterogeneous than frequently assumed. The outcomes bolster the hypothesis that commercialisation and

advancement forms in way of life games may have obscured the limit between these games and customary

games. The present article gives a beginning stage to a superior comprehension of the different utilization

examples of way of life brandish members. The discoveries of this examination offer new bits of knowledge

that might be useful to administrators engaged with way of life sports cooperation. They may consider way of

life don members as various littler homogeneous markets with comparable necessities and inspirations (Salome,

L., and van Bottenburg, M. 2012).Statement of the Problem: -

“To study the effect of the participation in outdoor and indoor sports on Achievement motivation of the

students.”

OBJECTIVES:

1. To find out whether the achievement motivation of studentsare affect by participation in outdoor or indoor

sports.

2. To investigate whether achievement motivation of studentsaffected by participation in outdoor or indoor

sports.

HYPOTHESES:

Outdoor sportsStudents will be exhibit higherachievement motivationthan indoorsports students.

METHODOLOGY:

Participants and Sample:

Local of the study wasundergraduate sports students from Kannad, Dist.Aurangabad, Maharashtra. Purposive

randomized sampling technique was employed to select the participants. Initially sample of 200 subjects

wastaken from the population in which 100 subjects wereoutdoor sportsstudents another 100subjects were

indoorsportsstudents.The efforts was made to have the sample as representative as possible in terms of area of

living, education,. All the subjects were from similar kind of socio-economic status,as well as all sports students

were be participated at least one outdoor sports game at university level and still they were practicing daily two

hours of same.

Sample Distribution

Variables Students

Outdoor sports students i.e.Kho-Kho, Kabaddi, Volley ball 100

Indoor sports students i.e. Chess, Carom, Table-Tennis 100

Total N = 200

Variables:

1) Outdoor and Indoor Sports participation areindependent variable in this study.

2) Achievement motivation of students is dependent variables in this study.

RESEARCH DESIGN:

The present study was not possible experimentally because of the nature of the investigation. To attain

objectives of the present study, single factorial design was employed to find out the significance differences

between Achievement motivation of studentsand Outdoor or Indoor Sports participation.

MEASUREMENT TOOLS:

Achievement Motivation Scale: Level ofachievement motivation of studentswas determined with the help of

marks obtained by the Achievement Motivation Scale (n-Ach) constructed by Pratibha Deo and Asha Mohan.

The scale consists of 50 items as suggested by McClelland and Atkinson.



Procedure:

Initially researcher was categorized the outdoor sports students and indoor sports students and administered n-

Ach scale and record the score of test for 200 subjectson with the help of individual interview technique.

Purposed Statistical Procedure: The sample was available for statistical analysis consisted of 200 subjects after data collection.For the each


S.D. The statistical analysis was mainly consisted of inferential statistics i.e. ‘t’ testwith the help of SPSS.

RESULT ANALYSIS:


Research Hypothesis: Outdoor sports Students will be exhibit higher achievement motivationthan indoor

sports students.

Table showing Mean & S.D. Value for outdoor and indoor sports participation on achievement motivation

Variables N Mean S.D. ‘t’ Significance

Outdoor Sports students 100 21.32 8.86 9.45 0.01

Indoor sports students 100 13.82 9.86

Results depicts that the mean score of the outdoor sportsstudents is (21.32) comparatively larger than mean

score of the indoor sports students (13.82) on achievement motivation. Further inferential comparison i.e.‘t’ test

(‘t’ = 9.45 P < 0.01, df=198) indicate that there is significant difference found between outdoor sports students

and indoor sports studentson achievement motivation. On the basis of the results it can be concluded that

outdoor sports students exhibit higher achievement motivationthan indoor sports students.

These outcomes are in accordance with ponder directed by Drobnic, F., and Haahtela, T. (2005) assessed that

the quantity of hours spent in preparing at high force levels by competitors is continuously expanding. In the

meantime, a developing number of recreational competitors are more worried about the power of their

preparation plans. Physical exercise forces a specific weight on the respiratory tract as it needs to dispose of

carbon dioxide and to supply the muscles with oxygen for vitality producstion. This procedure requires

expanded ventilation of the aviation routes that may go as high as 10– 15 times over the ordinary resting

recurrence. This, for the asthma quiet, speaks to the most vital boost for the beginning of activity instigated

asthma (EIA). Expanded ventilation rate and oral breathing dislodges aspiratory take-up of poisons to more

distal destinations in the lung, in this way additionally expanding the impact of surrounding introduction of

contamination testimony in the distal aviation routes. Without question, this modification will influence the

competitor who experiences asthma or bronchial excessive touchiness. Cross-sectional examinations have

shown that focused competitors have a high predominance of asthma and EIA or bronchial hyperreactivity.

Components for this affiliation incorporate expanded inward breath of frosty air and allergens, expanded

reaction to respiratory contaminations and air toxins, and expanded parasympatethic tone. The motivation

behind this section is to give an audit of the open air and indoor ecological variables that can influence the

aviation routes of the asthmatic competitor.

Physical exercise forces a specific level of weight on the respiratory tract to dispose of carbon dioxide and to

supply the muscles with oxygen for vitality generation. This procedure requires expanded aviation routes

ventilation over the ordinary resting recurrence. The quantity of hours spent in preparing at high power levels

by competitors is continuously expanding, and the quantity of recreational competitors is likewise developing

and they are more worried about their preparation calendars and powers. Expanded ventilation rate and oral

breathing uproots pneumonic take-up of contaminations to more distal locales in the lung, additionally

expanding the impact of surrounding presentation on the poisons testimony in the distal aviation routes. This

will influence the competitor, regardless of whether recreational or proficient, who experiences asthma or

bronchial excessive touchiness. Interestingly, it is realized that focused competitors have a high commonness of

asthma, work out actuated asthma or bronchial hyperreactivity. Instruments for this affiliation incorporate

expanded inward breath of chilly air, air poisons, allergens, an expanded reaction to respiratory contaminations,

and expanded parasympatethic tone. The reason for this section is to give an audit of open air and indoor games

hone and the ecological and climatological factors that can influence the aviation routes of the asthmatic

competitor.



CONCLUSIONS:

Outdoor sports students exhibit higher achievement motivationthan indoor sports students.

REFERENCES:

Drobnic, F., & Haahtela, T. (2005). The role of the environment and climate in relation to outdoor and indoor

sports. European Respiratory Monograph, 33, 35.

Gladwell, V. F., Brown, D. K., Wood, C., Sandercock, G. R., & Barton, J. L. (2013). The great outdoors: how a

green exercise environment can benefit all. Extreme physiology & medicine, 2(1), 3.

Medic, N., Starkes, J. L. and Young, B. W. (2007). Examining relative age effects on performance achievement

and participation rates of Masters athletes. Journal of Sports Sciences, 25: 1377–1384.

Medic, N., Young, B. W., Starkes, J. L., Weir, P. L., & Grove, J. R. (2009). Gender, age, and sport differences in

relative age effects among US Masters swimming and track and field athletes. Journal of sports

sciences, 27(14), 1535-1544.

Musch, J. and Grondin, S. (2001). Unequal competition as an impediment to personal development: A review of

the relative age effect in sport. Developmental Review, 21: 147–167

Salome, L., & van Bottenburg, M. (2012). Are they all daredevils? Introducing a participation typology for the

consumption of lifestyle sports in different settings. European Sport Management Quarterly, 12(1), 19-42.

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Personality and Sports Emotional Intelligence of Players and

Non-Players: A Psychological Perspective

Dr.Rajashree Kapure,


H.P.T Arts & R.Y.K.Science College,

Nasik, India.

Ms. Disha Desai,

T.Y.B.A

(Special Psychology), India.

ABSTRACT

The purpose of this study is the comparison of five personality factors between players and non

player students. .The second aim of this study is to correlate the variables.It is a co relational

&comparative studyand the necessarydata is collected via incidental sampling. For assessing

these personalitytraits NEO-FFI Inventory (the short and revised form),designed by Costa &

McCrea (1992), has beenused. In this study the other variable studied was emotional intelligence,

for measuring the same SEIT developed by Dr.G.D.Agashe & Dr.R.D.Halode is used.

The result of this study showed that player and non player students have obtained almost similar

mean scores in extraversion, agreeableness andconscientiousness, while little difference is

observed regarding emotional intelligence in player students than non-player students.

Keywords: Sports Emotional Intelligence, Psychological Perspective, players and non player students.

INTRODUCTION:

Over the last two decades, sport psychology has contributedto the performance of players. This study is an

attempt to focus on the relationship of personalityvariables to sports performance, and the bulk of

thequantitative research literature has identified a cluster ofvarious other psychological concepts ,one of them is

emotional intelligence too. (Hardy et al., 1996).

PERSONALITY FACTORS:

Personality is the unique aspect of a person’s character that influences behavior in different situations (Schultz

&Schultz, 2007).For the present study researcher has focused on the theory of Big Five,also known as model

OCEAN and the five factors are neuroticism ,extraversion, openness, agreeableness and conscientiousness. The

factors are generally categorized as Neuroticism(N) versus Emotional stability, Extraversion(E) versus

Assurgency, Openness to experience(O) versus Intellect or Imagination, Agreeableness (A)versus Antagonism,

and Conscientiousness (C) versus will to Achieve. The structure of personality traits is hierarchical. Each of the

five broad factors is defined by many more specific traits. The Big Five factors and their constituent traits can

be summarized as (OCEAN)

EMOTIONAL INTELLIGENCE:

Emotional intelligence (EI) is the capability of individuals to recognize their own emotions and those of others

discern between different feelings and label them appropriately, use emotional information to guide thinking

and behavior, and manage and/or adjust emotions to adapt to environments or achieve one's goal(s). Although

the term first appeared in a 1964 paper by Michael Beldoch, it gained popularity in the 1995 book by that title,

written by the author, and science journalist Daniel Goleman.

Mayer and Salovey (1993) have defined emotional intelligence as the ability to monitor one’s own and others

feelings and emotions to discriminate among them and to use this information to guide one’s thinking and actions.

Cooper and Sawaf (1997) defined emotional intelligence as the ability to sense, understand and effectively

apply the power and acumen of emotions as a source of human energy, information, connection and influence.

Different domains of emotional intelligence refer to self regulation, social skills and motivation per se. People



who excel in these skills may differ in each of these domains. Sports emotional intelligence is dominated more

by situation specific skills which demand action oriented activities for excellence.

OBJECTIVES:

1) To study personality factors of player and non player students.

2) To study sports emotional intelligence of player and non player students.

3) To compare and correlate personality factors and sports emotional intelligence of the player and non player

students.


To compare and correlate the personality factors and sports emotional intelligence of the player and non player

students


After reviewing the earlier studies researcher has come across with some researches as follows.

A wide range ofconducted researches in the field of sport psychologyhave studied the different personality traits

betweenathletes and non-athletes, whereas none of these researchers have studied the differences

betweenathletes and non-athletes using the five-factorpersonality criterion,. So the present study is an attempt to

look at the psychological aspect underlying this framework.

Sports and games are gaining importance in human life day by day. An overview of the studies conducted in the

areaof sport psychology makes the sense that majority of the studies on the primarygoal of the discipline –

performance enhancement. But this study tried to focus on a comparison between players and non players

regarding major psychological concepts which influences every individual’s life.

Few studies have significantly linked and discussed emotional intelligence and sport.

However, Laborde, Brüll, Weber, and Anders’s (2011) article discussed some of the reasons

why athletes might be interested in developing their emotional intelligence competency.

In summary, if athletes can develop additional ways tohandle stressful and highly competitive environments

more efficiently it could improve theirall-around performance.

Devonport, Lane, Lowther, and Thelwell (2009) discussed how sport psychology andemotional intelligence are

intertwined. “In terms of relationships between specificpsychological skills and subcomponents of emotional

intelligence, results show thatparticipants who use self-talk are more likely to be able to appraise their own

emotions,appraise others' emotions effectively and regulate their emotions” It reaffirmed howthis may benefit

athletes by stating “thus enhancing emotional intelligence should increase anathlete's ability to cope with a

number of stressors, including those experienced incompetition and also those experienced from the demands of

everyday life. Other studies have not been described in detail but those were definitely noted in the later portion.

METHODOLOGY:

Design: Co relational design is used for this research study.

Research Variables:

Personality factors, sports emotional intelligence

Player and non player students

Operational Definitions:

Personality factors:

1) Neuroticism covers individual differences in the inclination to construct, perceive and feel reality as being

problematic, threatening, difficult and to feel negative emotions (such as fear, shame and anger)as measured

by NEOFFI.

2) Extraversion reflects the quantity and intensity of relationships with one’s environment (notably, social and

refers to a tendency to seek contacts with the environment with energy, spirit, enthusiasm and confidence

and to live out experiences positively as measured by NEOFFI.

3) Openness describes cognitive and non-cognitive openness to experience. It is manifested in wide range of

interests and an eagerness to seek and live new and unusual experiences without anxiety and with pleasure.



The acceptance of new experiences may be relevant to various domains and different sphere of behavior

(ideas, beliefs, values and actions) as measured by NEOFFI.

4) Agreeableness deals with the nature of one's relationships with others. It differs from extraversion in that it

refers more to the relational sphere and the tone of relationships with others (such as kindness, empathy or

hostility).Agreeableness deals with the quality of interpersonal relationships on a spectrum ranging from

compassion to antagonism as measured by NEOFFI.

5) Conscientiousness focuses on issues like orientation, persistence (anticipation, success orientation, and task

orientation) and control and inhibition elements of behavior (organization, perseverance, thoroughness and

respect for standards and procedures) as measured by NEOFFI.

Sports emotional intelligence:

The scores of sports emotional intelligence computed with the SEIT constructed by Dr.C.D.Agashe and

Dr.R.D.Hapore will be considered as score on SEIT.

Player and non player students:

1. Player: Students involved in ground activity and in the age group of 18-28 years are considered as player

students.

2. Non player students: Students not involved in ground activity and in the age group of 18-28 years are

considered as non player students.

HYPOTHESES:

1. There is a negative relationship between neuroticism and SEIT of player students.

2. There is a negative relationship between neuroticism and SEIT of non- player students.

3. There is a significant difference between both the groups for SEIT.

Sampling Table:

Category N Age Group Years

PLAYERS 30 18-28

NON PLAYERS 30 18-28

Statistical analysis:

Collected data was analyzed with computation of mean, S.D. and ‘r’.

RESULTS AND DISCUSSION:

Above collected sample and its results are shown as follows.

Table 1: Mean, SD and ‘r’ value for players for NEUROTICISM and SEIT

N Mean SD r

30 21.30 6.18 *-0.41

30 202.66 41.99

*both at 0.01 & 0.05 levels

Table 2: Mean, SD and ‘r’ value for non-players for NEUROTICISM and SEIT

N Mean SD r

30 21.96 5.87 *-0.33

30 180.33 53.83

*both at 0.01 & 0.05 levels

Table 3: Mean, SD and‘t’ value for players and non-players SEIT

N Mean SD t

30 202.66 41.99 0.078

30 180.33 53.83

Not significant at both the levels.



As per Table- 1 value of ‘r’ it confirms the hypothesis that high level of neuroticism affects the score on

emotional intelligence. It means player students as performers show less anxiety and tension and worry , but in

this data the mean value for player group is quite less for the variable ‘N’ for both the groups. Compare to that

SEIT score reflect on their emotional regulation and control.So one can say that the hypothesis is accepted.

Thus it also purports that there is a significant relationship between both the variables.

As per Table no.2 value of ‘r’ there is a negative relationship same as player students results. Related to their

score on SEIT it is not much greater which is quite common and significant.So one can say that the hypothesis

is accepted. Though researchers have assumed that the findings may prove little different for non player group

not much difference in value is observed.

As per Table value No.3 not significant difference is observed in both the groups for the SEIT. One can say that

in daily life players and non players may be able to have enough control on their emotions and aspects of

emotional intelligence. This hypothesis is not accepted.

Taking into consideration all the results one may say that present research variables did show significant

relationship though not much reviews supports the present study.

To look at the psychological perspective one must say that there is an important need and significance to look at

players current issues and its psychological interpretation.

CONCLUSION:

1. Players’ neuroticism and SEIT are negatively and significantly correlated.

2. Non player’s neuroticism and SEIT are negatively and moderately correlated.

3. No significant difference is observed among both the groups for SEIT.

LIMITATIONS AND SUGGESTIONS:

1. The sample is not consisting of players with one type of game or sports activity.

2. For the present study researcher doesn’t observe gender differences for research variables.

REFRENCES:

Agashe, C.D. &Helode, R.D. (2007). Sex differences and sports emotional intelligence. Allen, M. S., Greenlees, I., & Jones, M. V. (2011). An investigation of the five-factor model of personality and

coping behaviour in sport. Journal of Sports Sciences, 29, 841–850 Cooper, R. and Sawaf, A. (1997). Executive EQ. New York: Orient Books. Goleman, D. (1995). Emotional Intelligence. New York: Bantam Books. Mayer, J.D, and Salovey, P. (1993). The Intelligence of Emotional Intelligence. Intelligence, 17, 433-42.

Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance.

Psychological Bulletin, 135, 322–338.

Salovey, P. and Mayer, J.M. (1990). Emotional intelligence, Imagination, cognition and personality, 9, 185-211.

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Effect of the Sports Participation on Academic Achievement

Dr. Suhas Dnyaneshwar Yadav,

Director,

Department of Physical Education and

Sports, V. P. S. P. M. S.

Arts, Commerce & Science College,

Kannad, India.

ABSTRACT

The aim behind this investigation is to find out whether the academic achievement of studentsare

affect by sports participation., for this investigation Purposive randomized sampling technique

was employed to select the participants. Initially sample of 200 subjects was taken from the

population in which 100 subjects were sports students another 100 subjects were non sports

students.Academic achievement of the students was determined with the help of marks obtained by

the previous examination by students, mean, S.D. and ‘t’ test was applied to find out the difference

between groups. The result obtained through the study showed students exhibit higher academic

achievement than non sports students. Sports participation increase academic achievement of

students.

Keywords: Sports Participation,Sports Students, Academic Achievement.

INTRODUCTION:

It has been contended that secondary school sports interest builds inspiration and shows cooperation and self-

control. While a few examinations have demonstrated that understudies who take part in athletic exercises

perform preferred in school over the individuals who don't, it isn't evident whether this affiliation is a

consequence of positive scholarly overflows, or because of the impact of unobservables. Utilizing information

from the National Longitudinal Study of Adolescent Health and an assortment of factual procedures intended to

recognize these theories, we analyze the impact of games support on a few measures of scholastic execution.

Our outcomes give just restricted proof that games interest prompts upgraded scholarly execution (Rees, D. I.,

and Sabia, J. J. 2010).

Myths proliferate about the part of games in tutoring, especially for Black understudy competitors. The writing

manages little direction on the particular connection between interest in school-supported games and different

results for Black teenagers. Utilizing a broadly illustrative example, this examination inspects: (a) the impacts

of games cooperation on different school engagement and understudy self-evaluative factors, controlling for

imperative foundation qualities, for example, SES and sexual orientation; (b) the potential differential impacts

of games investment for Black understudies; and (c) how much games interest influences Black understudies'

scholastic accomplishment. Games investment was found to enhance the school engagement and scholarly

fearlessness of all understudy competitors. Additionally, a positive interceding relationship was found between

sports cooperation and scholastic accomplishment (Jordan, W. J. 1999).

Past investigations have discovered that higher physical action levels are related with more noteworthy scholastic

accomplishment among understudies. In any case, it stays indistinct whether affiliations are because of the

physical action itself or games group interest, which may include prerequisites for keeping up specific evaluations,

for instance. The motivation behind this investigation is to inspect the relationship between sports group interest,

physical movement, and scholastic results in center and secondary school understudies. For secondary school

young ladies, both physical movement and games group cooperation were each autonomously connected with a

higher GPA. For secondary school young men, just games group interest was autonomously connected with a

higher GPA. For center school understudies, the positive relationship between physical movement and GPA

couldn't be isolated from the connection between sports group support and a higher GPA. Despite whether

scholastic achievement was identified with the physical action itself or to support on sports groups, discoveries



demonstrated positive relationship between physical action contribution and scholarly accomplishment among

understudies (Fox, C. K., Barr Anderson, D., Neumark‐Sztainer, D., and Wall, M. 2010).

Taras, H. (2005) audit the condition of research on the relationship between physical action among school-

matured youngsters and scholarly results, the creator inspected distributed examinations on this theme. A table

incorporates brief depictions of each examination's exploration procedure and results. An audit of the

exploration shows that there might be some fleeting enhancements of physical movement, (for example, on

fixation) however that long haul change of scholarly accomplishment because of more overwhelming physical

action isn't all around substantiated. The connection between physical action in kids and scholastic results

requires assist illustration.


“To study the effect of the sports participation on academic achievement.”

OBJECTIVES:

1. To find out whether the academic achievement of studentsare affect by sports participation.

2. To investigate whether academic achievement of studentsaffected by sports participation.

HYPOTHESES:

Sports Students will be exhibit higheracademic achievementthan non sports students.

METHODOLOGY:


The population of the study wasundergraduate sports students from Kannad, Dist.Aurangabad, Maharashtra.

Purposive randomized sampling technique was employed to select the participants. Initially sample of 200

subjects wastaken from the population in which 100 subjects weresportsstudents another 100subjects were non

sportsstudents.The efforts wasmade to have the sample as representative as possible in terms of area of living,

education,. All the subjects were from similar kind of socio-economic status,as well as all sports students were

be participated at least one outdoor sports game at university level and still they were practicing daily two hours

of same.

Sample Distribution

Variables Students

Sports students 100

Non sports students 100

Total N = 200

Variables:

1) Sports participation is independent variable in this study.

2) Academic achievementof studentsis dependent variables in this study.

RESEARCH DESIGN:



between Academic achievementof studentsand Sports participation.

Measurement Tools:

Academic achievement: Academic achievement of the students was determined with the help of marks

obtained by the previous examination by students.

Procedure:

Initially researcher was categorized the sports students and nonsports students and record the score of academic

achievement for 200 subjectson with the help of individual interview technique.






RESULT ANALYSIS:


Research Hypothesis: Sports Students will be exhibit higher academic achievementthan non sports students.

Table showing Mean & S.D. Value for sports participation on academic achievement


Sports students 100 8.14 4.06 5.52 0.01

Non sports students 100 6.36 3.53

Results depicts that the mean score of the sports students is (8.14) comparatively larger than mean score of the

non sports students(6.36) on academic achievement. Further inferential comparison i.e. ‘t’ test (‘t’ = 5.52 P <

0.01, df=198) indicate that there is significant difference found between sports students and non sports

studentson academic achievement. On the basis of the results it can be concluded that sports Students exhibit

higher academic achievementthan non sports students. Thus sports participation increase academic achievement

of students.

These results are in line with study conducted by Stephens, L. J., &Schaben, L. A. (2002) were divided into two

groups of Eighth graders (N = 136), students who had participated in at least one interscholastic sport and were

classified as athletes (n = 73), and students who not participated in interscholastic sports and were classified as

nonathletes (n = 63). The mean grade point average (GPA) for each group and subgroup was computed and

compared by group, subgroup, and sex. There were 6 categoies of sports participation, rangingfiom no sports to

5 sports. As interscholastic sports participation increased, GPAs improved

CONCLUSIONS:



1. Students exhibit higher academic achievementthan non sports students.

2. Sports participation increase academic achievement of students.

REFERENCES:

Fox, C. K., Barr‐Anderson, D., Neumark‐Sztainer, D., & Wall, M. (2010). Physical activity and sports team

participation: Associations with academic outcomes in middle school and high school students. Journal

of School Health, 80(1), 31-37.

Jordan, W. J. (1999). Black high school students' participation in school-sponsored sports activities: Effects on

school engagement and achievement. Journal of Negro Education, 54-71.

Rees, D. I., & Sabia, J. J. (2010). Sports participation and academic performance: Evidence from the National

Longitudinal Study of Adolescent Health. Economics of Education Review, 29(5), 751-759.

Stephens, L. J., & Schaben, L. A. (2002). The effect of interscholastic sports participation on academic

achievement of middle level school students. Nassp Bulletin, 86(630), 34-41.

Taras, H. (2005). Physical activity and student performance at school. Journal of school health, 75(6), 214-218.

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Impact of the Sports Participation on Self Confidence of Students

Dr. Anil Bansidhar Wagh,

Head & Assistant Professor,


Dagdojirao Deshmukh Arts,

Commerce & Science College,

Waluj, Gangapur, Aurangabad, India.

ABSTRACT

The purpose behind this investigation is to see whether the self confidence of understudies is

influence by sports interest, for this investigation Purposive randomized sampling technique was

employed to select the participants. Initially sample of 160 subjects was taken from the population

in which 80 subjects were sports students another 80 subjects were non sports students.Self

Confidence of the students was determined with the help of score obtained by the Self Confidence

Inventory (SCI–GR) constructed by Rekha Gupta. (Agnihotri), mean, S.D. and ‘t’ test was applied

to find out the difference between groups. The result obtained through the study showed sports

students exhibit higher self confidencethan non sports students. Sports participation increases self

confidence of students.

Keywords: Sports Participation,Sports Students, Self Confidence.

INTRODUCTION:

Game interest is emphatically connected with lists of change, for example, confidence, among juvenile members.

Less is thought about the procedures through which more youthful kids advantage from their game interest. The

motivation behind this examination was to test whether kids' game self-idea intervened the longitudinal

relationship between time spent in individual-and group arranged sorted out game exercises and later confidence.

Slutzky, C. B., and Simpkins, S. D. (2009) utilized four influxes of information from the Childhood and Beyond

Study gathered from three accomplices of grade school-matured kids (N = 987), their folks, and their instructors.

Discoveries showed that kids who invested more energy in group activities, yet not time in singular games,

announced higher game self-idea, which, thusly, was related with higher confidence than their associates. Multi-

bunch investigations proposed that these relations did not differ crosswise over sexual orientation, wear capacity,

brandish significance convictions, or companion acceptance.Study comes about recommended that the relations

between time spent in games and youngsters' game self-idea depends, to some degree, on whether the time was

spent in group or individual games. This examination featured the benefit of analyzing intervening procedures in

order to better elucidate the relationship between time in games and confidence.

YouthYouth don writing fights that the improvement of confidence is affected by social associations in the

physical space. Be that as it may, little research has examined the part of the associate gathering in creating

impression of physical skill and social acknowledgment. Weiss, M. R., and Duncan, S. C. (1992) was to

analyze the relationship, between ability in physical aptitudes and relational fitness with peers in a game setting.

Youngsters (N=126) finished measures surveying view of physical capability and associate acceptance»

impression of accomplishment for athletic execution and relational aptitudes, causal attributions for physical

execution and relational success» and desires for future achievement in these two zones. Instructors' appraisals

of youngsters' genuine physical capacity and social abilities with peers were likewise acquired. Sanctioned

connection examinations showed a solid relationship (rc = .75) between files of physical fitness and companion

acknowledgment. Youngsters who scored high in genuine and saw physical skill and who made stable and by

and by controllable attributions for wear execution likewise scored high in real and saw peer acknowledgment

and made stable attributions for effective companion connections.

Bowker, A., Gadbois, S., and Cornock, B. (2003) inspect the part of sex, sports interest, and sexual orientation

introduction in foreseeing people's area particular and worldwide confidence. An example of 100 Grade 11



understudies finished measures of self-discernment, self-perception, sex introduction, and games investment.

The outcomes demonstrated that despite the fact that young men revealed more prominent fulfillment with

weight and appearance, there were no sexual orientation contrasts by and large self-esteem. Moreover, more

ladylike people who took an interest in focused games announced lower levels of apparent athletic fitness and

worldwide self-esteem, yet revealed higher confidence when they partook in more noncompetitive games. In

spite of the fact that games investment predicts confidence, members' sex introduction and the kind of games in

which they take an interest are directing elements.

Games is the most unmistakable extracurricular movement in U.S. optional schools as far as understudy

investment and school spending plans. The last is frequently defended in light of the fact that solid bodies deliver

sound personalities, that school sports support school soul, and that cooperation in school-based games builds

understudies' confidence. In this article we inspect the interrelationships among support in a school-based game

and the advantages thought to be related with it. In particular, we test a model that hypothesizes that school soul,

operationalized as connection to class, and solid bodies, operationalized as a feeling of physical prosperity,

intervene the connection between school games and confidence. Information from the National Longitudinal

Study of Adolescent Health on Caucasian and African American young ladies and young men were utilized to test

the model. School connection and physical prosperity retained the measurable impact of taking an interest in a

game for each of the four sex by-race gatherings. Among Caucasian young ladies a negative lingering impact of

games cooperation was watched, which recommends that games support epitomizes various impacts with

opposing impacts. For African American young ladies school connection without anyone else's input was not a

huge go between of the impact of games cooperation on confidence. For all gatherings a feeling of physical

prosperity was the all the more capable arbiter (Tracy, A. J., and Erkut, S. 2002).


“To study the Impact of the sports participation on self confidence of students.”

OBJECTIVES:

1. To see whether the self confidence of understudies is influence by sports interest.

2. To search whether self confidence of students affected by sports participation.

HYPOTHESES:

Sports Students will be exhibit higherself confidencethan non sports students.

METHODOLOGY:


The population of the study wasundergraduate sports students from Aurangabad, Purposive randomized

sampling technique was employed to select the participants. Initially sample of 160 subjects wastaken from the

population in which 80 subjects weresportsstudents another 80subjects were non sportsstudents.The efforts was

made to have the sample as representative as possible in terms of area of living, education, All the subjects were

from similar kind of socio-economic status,as well as all sports students were be participated at least one

outdoor sports game at university level and still they were practicing daily two hours of same.

Sample Distribution

Variables Students

Sports students 80

Non-sports students 80

Total N = 160

Variables:

1) Sports participation is independent variable in this study.

2) Self confidenceof studentsis dependent variables in this study.

RESEARCH DESIGN:



between self confidenceof studentsand Sports participation.



Measurement Tools:

Self Confidence Inventory: Self Confidence of the students was determined with the help of score obtained by

the Self Confidence Inventory (SCI–GR) constructed by Rekha Gupta. (Agnihotri). It contains 56 items and has

been designed to assess the level of self confidence among adolescents and adults.

Procedure:

Initially researcher was categorized the sports students and nonsports students and record the score of self-

confidence for 160 subjectson with the help of individual interview technique.




RESULT ANALYSIS:

Research Hypothesis: Sports Students will be exhibit higher self-confidence than non-sports students.

Table showing Mean & S.D. Value for sports participation on self confidence


Sports students 100 21.15 9.23 7.77 0.01

Non sports students 100 14.78 10.17

Statistical investigationdepicts that the mean score of the sports students is (21.15) comparatively larger than

mean score of the non sports students(14.78) on self confidence. Further inferential comparison i.e. ‘t’ test (‘t’ =

7.77 P < 0.01, df=158) indicate that there is significant difference found between sports students and non sports

studentson self confidence. On the basis of the results it can be concluded that sports students exhibit higher self

confidence than non-sports students. Thus sports participation increases self confidence of students.

These outcomes are in accordance with ponder directed by Bowker, A. (2006) who was to inspect the connections

between sports cooperation and confidence, with specific enthusiasm for the conceivable intervening part of

physical confidence. The members in this investigation were 382 understudies (167 young men; 215 young ladies)

in Grades 5-8. Members finished a progression of paper and pencil measures, itemizing their games support, and

additionally their self-recognitions concerning physical and general confidence. Games support was identified

with all records of confidence and this was similarly valid for young men and young ladies. Two particular yet

related elements were distinguished as segments of physical confidence (Physical appearance and Physical

ability), differentially connected with confidence for young men and young ladies. Results bolstered a mediational

display, with physical confidence interceding the connection between sports investment and general confidence.

Critical sex contrasts were noted concerning particular records of physical confidence.

CONCLUSIONS:



1. Sports students exhibit higher self confidencethan non sports students.

2. Sports participation increases self confidence of students.

REFERENCES:

Bowker, A. (2006). The relationship between sports participation and self-esteem during early adolescence.

Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 38(3),

214-229. http://dx.doi.org/10.1037/cjbs2006009

Bowker, A., Gadbois, S., & Cornock, B. (2003). Sports participation and self-esteem: Variations as a function of

gender and gender role orientation. Sex roles, 49(1), 47-58.

Slutzky, C. B., & Simpkins, S. D. (2009). The link between children's sport participation and self-esteem:

Exploring the mediating role of sport self-concept. Psychology of Sport and Exercise, 10(3), 381-389.

Tracy, A. J., & Erkut, S. (2002). Gender and race patterns in the pathways from sports participation to self-

esteem. Sociological Perspectives, 45(4), 445-466.

Weiss, M. R., & Duncan, S. C. (1992). The Relationship between Physical Competence and Peer Acceptance in tie

Context of Children's Sports Participation. Journal of Sport and Exercise Psychology, 14(2), 177-191.

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http://psycnet.apa.org/doi/10.1037/cjbs2006009



Neuro Linguistic Programming approach for

Peaking athlete performance

Poorva Shinde,

India.

ABSTRACT

The study focuses on how Neuro Linguistic Programming can optimize athlete performance. The

study pinpoints specific tools which can be used to improve the internal dialogue and mental

hygiene of the athlete. Tools like Disassociation, Anchoring, Self Belief and Content Reframing

have been discussed with its possible positive impact. By working on the cognitive restructuring of

the athlete, a more objective self appraisal is expected. The study tries to address the challenging

situations that athletes experience. The research throws light on the possible ways to mitigate the

negative impact of failure and poor performance for an athlete.

Keywords: Neuro Linguistic Programming, Objectivity, Disassociation, Anchoring, Self – Belief,

Content Reframing, Self- talk.

INTRODUCTION:

Sports psychology tries to understand the delicate working of the athletes psyche and how various factors go on

to influence the athletes performance. Sports psychologist specifically determine as how the mental hygiene and

psychological determinants go on to influence an athlete’s performance and how does the performance go on to

shape his psychological equation. This relationship is bi-directional. NLP as the name suggests concentrates on

the neurological processing, the linguistic suggestions and modifications and the behavioral programming. NLP

uses communication with self and the suggestions given to self as a way of bringing about a transformation in

the way how one processes and perceives a challenging situation.NLP brings about a change in the covert

communication to improve the overt behavior. This works like a loop and go on to influence each other in

reciprocity. A fundamental thesis of neuro – linguistic programming is that behavior flows from internal

state.NLP proves its efficacy by providing more effective and efficient ways to deal with situations and helps in

disassociating one from the redundant and inefficient techniques. Language is considered potent here as it acts

like a catalyst which initiates more productive mindset. These states, in turn, shape our response to the external

world. The way we verbalize our suggestions go on to shape our self perception and which in turn influences

our actions. And each time we see ourselves in that light, certain states activate within us, giving rise to set

patterns of behavior. This language-state-behavior sequence can be understood as a computer program. Hence

the name, neuro-linguistic programming. It helps to replace unproductive patterns with productive patterns of

thoughts and behavior. All behavior has a content (what a person does specifically), a pattern (when and where

the behavior manifests itself), and an internal process that generates this pattern. NLP focuses on the

methodology of how to resolve a set pattern and the redundant, unproductive outcomes. To understand these

patterns NLP deeply fragments the pattern into its sub components with specific question at each point. The

investigation done is with an intention to understand the subtle connections with build a pattern. There are

triggering contexts and thoughts which elicit particular behaviors. The enquiry at these levels generates a

holistic understanding of the deep rooted patterns. Once patterns of behavior are understood, we can then pin

point the point of inception and what conclusion for such behaviors. This itself acts like a breakthrough and

helps one to modify them. This gives Neuro-Linguistic Programming great leverage in bringing about self-

improvement. These benefits result from the focus on mind-body relationships in NLP. According to a key

axiom of Neuro-Linguistic Programming, behavior is the most informative indicator of the mind's internal

processing. This is an economical approach and helps one implement and generates only those patterns which

supplement a particular pattern and make it more purposeful. This technique makes us more resourceful.



According to the principles of NLP, a person’s self talk and mental state is evident from the language he

uses(5). A particular set of his body language (state behavior) is viewed by the sports psychologist as the

confidence of successful motor performance. (2) Confident sports person are confident and have a positive self

talk to keep them motivated through their sports endeavor. It is largely confidence, perseverance and higher

emotional intelligence that allows athletes to stay determined and focused even in challenging situations as well

as to peak and optimize their current performance (5).

Of the various widely used NLP techniques, the ones of special interest in this study are:

DISASSOCIATION:

The term ‘dissociate’ means to separate into discrete parts. Dissociation is about being disconnected. It is

considered beneficial among practitioners of NLP to intentionally separate parts of an un-resourceful experience

from one another by dissociating from external visual and auditory stimuli (2). Dissociation can help a person

gain perspective. This is usually achieved by limiting, shifting, or refocusing attention. Focusing on an internal

fantasy, for example, might be an effective way to control pain for example. For an athlete , self limiting

thoughts and fear of failure, performance anxiety are those negative states which can go on to hinder his

performance. Certain situations have the ability to trigger a self defeating and negative frame of mind.

Disassociation empowers a person to snap this association between the trigger event and its negative impact.

Belief change: From childhood onward we gather around ourselves a complex web of beliefs, assumptions and

opinions that guide and affect our everyday lives (3). These are deeply rooted that we stay absolutely unaware

of its influence and dominance on us. The opinions and beliefs are generated by the society or times are self

generated. Whenever there is a situation where this premise of our beliefs is questioned, we get defensive about

them. Needless to say, beliefs can be self limiting or can be self ameliorating . When we adopt a self defeating

self belief pattern, we set ourselves in a trap which induces an unhealthy behavior pattern. This toxic effect is

not just projected towards self but also towards people in contact. NLP offers an effective tool for re-

programming your belief and revising the way you view the world in order to act more positively within it.NLP

unleashes us from our negative mindset and propels us into a winner’s attitude . The coach then changes a

limiting belief which the athletes is certain is absolutely true (4). This is specifically applicable when athletes

are dealing with a history of past failures and unsuccessful attempts in their sports performance. Poor

performance due a crystallized perception of failure can be reduced by using this technique

CONTENT REFRAMING:

Bringing about a shift in the locus of the event. Many a times one focuses on a particular aspect in an event and

induces imbalance in the thought process. This is negative priming of information. Content reframing is more

so like the same content but the meaning accrued is different. Its empowering a person with a control over a

situation which was previously viewed as a self defeating one. This can allow an athlete to view his previous

victories and failures in a different light and assign a balanced meaning to it. This can be particularly significant

for people who have faced trauma in the past. Reframing is when an undesirable behavior or trait is conferred a

positive intention. It helps to rectify the way how an event is perceived. Reframing occurs in life regardless of

NLP, and is a common means by which meanings get created . Frame provides a context or focus for one’s

thoughts and actions . Changing the frame of an experience can have a major influence on how an athlete

perceive, interpret and react to that experience. Being told that he has a particular time to beat in his

performance will result in a different emotional state, approach and quality of work than if he is told that he has

one week to accomplish the same task . This illustrates how a change in frame can have a significant impact on

the choices you make

ANCHORING:

When a word is linked with a feeling which is unlike of what it usually evokes, anchoring is exhibited. It aims

to elicit a habitual, positive emotional response to a specific word or physical stimulus. It has been found to be

extremely powerful in changing the way a person feels. However, it is can be self generated to relieve oneself

from stress and overwhelmed feelings arising from a situation. It helps one to associate a particular, positive

emotional response with a particular phrase or sensation. When one chooses a positive emotion or thought and

deliberately connects it to a simple gesture, he can activate this anchor any time he is feeling low, and his

feelings will immediately start to change. The stimulus may be neutral or even out of conscious awareness, and

the response may be either positive or negative. Anchoring tries to delink the usual association of the two



stimulus and rather creates a new, positive and productive association between them. The stimulus in picture

need not be a negative one or one that creates a hindering impact. It can be an absolutely benign stimulus and

on linking it , it can create a feeling of competency. Basic anchoring involves in essence, the elicitation of a

strong congruent experience of a desired state, whilst using some notable stimulus (touch, word, sight) at the

time this is most fully realized. In many cases, repetition of the stimulus will re associate and restore the

experience of the state.

CONCLUSION:

Centuries have witnessed the moving power our language hold. The way how our internal communication is

worded brings about a monumental shift in how we process, perceive and how we get ourselves ready for the

coming demanding situation. Sports psychologist deal with a daunting task of ensuring a never failing attitude

in an athlete and to view himself objectively in challenging situations. The various techniques and patterns of

neuro linguistic programming provide a helping hand. One important thing for any athlete will be to improve

the cognitive processing of the situation. When an athlete’s self talk is guided by techniques discussed in the

study, he can challenge himself to maintain an objective understanding of the situation. NLP provides a useful

tool to restructure our language and control the cognitive framework to align athlete’s mental needs and

expectations according to the pressing situation. The above study needs empirical support to ascertain the

measures efficacy with confidence. Athletes should be tutored this confidence enriching techniques for a

balanced self appraisal of self.

REFERENCES:

Bandler R, Grindler J Palo Alto, CA: Science and Behavior Books, (1975).

Martin. K.A. & Hall , C.R. Journal of Sports Behavior,(1997)20, 435-446.

Hall , M. British library cataloguing – in – publication data, (2006), ISBN 189983673X

Lazarus, J. & Cohen, R. S. Journal of Health Social and Environmental, Issues ,(2009). Issues (10)1 :5-12.

Witkowski, NLP Research Data Base. State of the Art or Pseudoscience Decoration? Polish Psychological

Bulletin, (2010). 43 (2):53-58.

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-Journal of Arts, Science & Commerce ■ ISSN 2231-4172


A Comparative Study of the Emotional Intelligence

among Athletes Playing Individual and Team Sports

Ruby Pawar,

Head,


K. R. T. Arts, A. M. Commerce & B. H. Science College,

Nashik. Savitribai Phule Pune University, Pune, India.

ABSTRACT

The purpose of present research is to compare the emotional intelligence of athletes playing team

and individual sport athletes. In order to evaluate emotional intelligence, Mangal Emotional

Intelligence Inventory (MEII) by Dr. S. K. Mangal and Mrs. Shubhra Mangal was used which

measures Inter-Personal Awareness, Intra-Personal Awareness, Intra-Personal Management,

Inter-personal Management and Overall Emotional Intelligence. On collecting data and using (K-

S) test and further making certain that the data is naturally distributed (P > 0.05), descriptive

statistics (mean and standard deviation) and independent ‘t’ test was used. The results clearly

indicated that there is a significant difference in Inter-Personal Awareness, Inter- personal

Management and Overall Emotional Intelligence among team and individual sport athletes.

Keywords: Emotional intelligence, Individual sports athletes, Team based sports athletes.

INTRODUCTION:

Research findings have shown that emotional experiences of athletes and the ability to control the destructive

negative emotions is the major part of preparation of athletes. The results of studies conductedregarding the

effective medalist athletes imply that among the effective factors impacting the performance of athletes, the

ability to recognize, manage and express the feelings logically in stressful situations is highly important. On the

other hand, according to development of different methods of exercise and techniques of skill execution, the

quality of exercise sessions, flexibility, speed, high power and physical preparedness cannot singly guarantee

the success of athletes and/or teams, but development and improvement of mental preparedness and paying

attention to factors such as self-confidence, awareness of one’s and others feelings, self-management, adequate

emotional energy and emotion management would lead to transfer of learnt skills from exercise sessions to

competition time in a positive manner. The results of studies conducted regarding identification of factors

impacting athletes’ performance indicate that experience, skill level, concentration, presence of spectators,

severe excitation, control center and hostile condition are of the most important variables impacting the

performance of athletes particularly in sensitive events. But professional athletes apply different types of mental

skills in order to control their competitive anxiety and facilitating high performance during competitions. Bois

E. (2009) in his research indicated that having excellent physical performance and possessing high level mental

skills is necessary for the success of athletes. He believes that the athletes, who have different performance

levels, would probably have different mental skills. The results of Pigozzie’s study (2008) indicated that genius

athletes have good motivation and self-confidence through controlling competitive anxiety by mental skills

(such as imaging, emotion control) but amateur athletes are faced with a significant decrease in their

performance due to high anxiety during competitions. Hanton (2000) believes that Olympic athletes use mental

skills particularly imaging and self-confidence for displaying an excellent performance, but amateur athletes,

with the aim of reducing competitive anxiety in stressful conditions, apply mental skill techniques. Hanton and

Connaughton (2002) based on their research on the impact of mental skills on the performance of swimmers

reported that Olympic athletes are aware of positive impacts of mental skills on performance, so they apply

imaging, positive self-talk and other previously successful methods and techniques in order to achieve success.

Covassin (2004) considers emotional preparedness as a part of mental preparedness and believes that emotional



preparedness has a significant role in decision making, proper performance, increase of morale and motivation

of athletes and finally team efficacy improvement. Andrew et al (2006) in his study on investigating the

relationship between emotional intelligence and behavioral features with performance of student athletes,

believes that having balanced behavioral features such as controlling negative emotions and motivations in a

proper level are the characteristics of superior athletes and states that emotional intelligence has a positive

relationship with optimum performance and self- efficacy of superior athletes that separates the performance of

these athletes from others in sensitive and important events. Based on a research performed by Vassiliki (2009)

on genius Taekwondo and Judo players, he reported that emotional intelligence has a direct relationship with

excellent physical image and optimum performance and the athletes who have higher emotional intelligence,

have higher performance by accepting the responsibility and mistakes of their teammates. Zizzi (2003) while

confirming the positive relationship between emotional intelligence and performance believes that possessing

social skills, undertaking the responsibility and mistakes of their teammates are of the most important

characteristics of genius athletes. The researches of Gohm et al (2003) indicated that emotional intelligence of

athletes increases self-efficacy and effectiveness by impacting on behavioral properties. Narimani (2009)

believes that emotional intelligence impacts athletes’ performance and this impact in team sports is higher than

that in individual sports and the athletes of the team that has higher emotional intelligence would achieve higher

success compared to individual athletes. Perlini (2009) investigating the relationship between the impact of

emotional intelligence on hockey players has reported that emotional intelligence is one of the effective mental

skills on performance and self- efficacy of genius athletes that increases individual and team efficacy. Meyers

(2007) reported that the understanding of team-mates, behavioral properties, self-confidence, concentration and

emotional disorders are of the main factors impacting the performance of athletes.

Therefore, in order to achieve optimum application of sport skills, possessing physical preparedness, skill

preparedness, tactic and mental preparedness are very necessary. So, based on the importance of the positive

impact of emotional intelligence on success, in present research, the level of emotional intelligence among

individual and team sport athletes was compared.


The present research aims to compare emotional intelligence of individual and team- based sport athletes. The

sample consisted of 70 athletes, 35 of them are team-based sports athletes (Volleyball, Kabaddi, Football and

Basketball) and 35 athletes are of individual sports (track and field, fencing, shooting, karate and swimming)

from Nashik.

Tool used: Mangal Emotional Intelligence Inventory (MEII). This questionnaire measures 4 areas of emotional intelligence

namely, Intra-personal Awareness, Inter-personal Awareness, Intra-personal Management and Inter-Personal

Management on a Yes/No scale. The reliability of this test was examined by split-half method, K-R formula

(20) and test-retest. The reliability coefficient was 0.89, 0.90 and 0.92 respectively.

After obtaining scores on the test and using (K-S) test and making certain of data natural distribution (P > 0.05),

descriptive statistics (mean and standard deviation) and independent ‘t’ test was calculated.

RESEARCH FINDINGS:

70 athletes from individual sports (track and field, fencing, shooting, karate and swimming) and team-based

sports such as Volleyball, Kabaddi, Football and Basketball accepted to participate in this research. The mean

scores of Intra-Personal Awareness (19.26), Intra-personal Management (19.23) of individual sport athletes is

higher than that of team sport athletes whereas the Inter-Personal Awareness (19.73), Inter-personal

Management (20.63) and Overall Emotional Intelligence (77.69) of team sport athletes is greater than that of

individual sport athletes (table1).

Table 1: The mean of 4 areas and Overall Emotional Intelligence of

individual and team-based sports athletes

Areas of Emotional Intelligence Individual athletes(n=35) Team athletes (n=35)

M Sd M Sd

Intra-personal awareness 19.26 2.88 18.94 2.67

Inter-personal Awareness 16.31 4.24 19.17 3.19



Areas of Emotional Intelligence Individual athletes(n=35) Team athletes (n=35)

M Sd M Sd

Intra-personal Management 19.23 2.62 18.94 3.65

Inter-personal Management 15.14 2.79 20.63 2.38

Overall Emotional Intelligence 69.94 6.32 77.69 7.05

The results of ‘t’ test indicated that there is significant difference between Inter- Personal Awareness (t = 3.19,

P<0.05), Inter-personal Management (t= 8.86, P < 0.05) and Overall Emotional Intelligence (t = 4.84, P < 0.05),

between individual and team-based sport athletes; but no significant difference was observed in Intra-personal

awareness and Intra-Personal Management (P > 0.05) (table 2).

Table 2: A comparison of 4 areas of Emotional Intelligence of individual and team-based sports athletes

Areas of Emotional Intelligence Std. Error M. differ ‘t’

Intra-personal awareness 0.66 0.31 0.47

Inter-personal Awareness 0.90 2.86 *3.19

Intra-personal Management 0.76 0.29 0.38

Inter-personal Management 0.62 5.49 *8.86

Overall Emotional Intelligence 1.60 7.74 *4.84

*Significant ‘t’ value

DISCUSSION AND CONCLUSION:

The results of present research demonstrated that there is significant difference in the Inter-Personal Awareness,

Inter-personal Management and Overall Emotional Intelligence of individual and team-based sports athletes.

The team-based sports athletes scored higher than individual sport athletes in these three areas. So, the coaches

and sport experts must apply psychological sport findings and develop the emotional intelligence of individuals

on applied manner in their exercise sessions to improve their performance. The findings showed that though the

individual athletes scored higher on Intra-Personal Awareness and Intra-Personal Management there was no

significant difference between the individual and team-based sports athletes. Possibly since the success of

individual athletes depends only on their performance, these athletes possess lower Inter-Personal Awareness,

Inter-personal Management and Overall Emotional Intelligence than team athletes whose success depends to the

performance of all team members.

Eric (1996) in his investigation of self-confidence impact on the performance of team and individual athletes

reported that there is no significant relationship in competitive anxiety levels and self-confidence between male

and female athletes. But when the athletes were studied based on nature of the sport field (team sport and

individual), it was observed that female athletes have more negative thinking and lower relaxation than their

male counterparts that is consistent to the present research.

Calmels (2002) in a similar research stated that the nature of sport (team based or individual) and the gender of

athletes are of effective factors impacting their performance. He stated that individual athletes compared to team

ones experience higher levels of negative thinking and self-talk whereas team athletes possessing better

communicative skills have more ability in motivating their teammates.

The findings of Zizzi’s research have indicated that experienced athletes induce their teammates for achieving

the goals determined by coach through making effective communication to their teammates (social skills),

encouraging and enhancing the role of inexperienced ones at the time of committing individual mistakes

(empathy) and accepting and undertaking the responsibility and mistakes of their teammates (self-awareness

and self-motivation). In this research, a significant relationship was observed between emotional intelligence

and athletes’ experience. Meyers (2007) stated that paying attention to emotional experiences of athletes and the

ability of controlling it is a main part of preparation plan of Olympic and genius athletes and continued that

understanding the teammates, anxiety, behavioral properties and emotional disorders are of the most important

factors impacting athletes’ performance. Gohm (2003) believes that only 30% of athletes are aware of the

impact of emotional intelligence on performance and apply it and team athletes use more social skills, empathy

and self-motivation than individual athletes. The psychologists and coaches of teams must incorporate

emotional preparation strategies in order to modify and control negative feelings and enhance positive

emotional modes in their coaching.



REFERENCES:

Andrew M. Lane, Richard Thelwell (2006). Emotional Intelligence and Mood States associated with Optimal

Performance. Electronic Journal of Applied Psychology: General Articles. 5(1): 67-73.

Bois E. (2009). Psychological characteristics and their relation to performance. The sport psychologist. 23, 252-270.

Calmels C. (2002). Development of Mental Skills among Athletes. Expert use in Elite Sport – INSEP, 12 – 15.

Covassin, T., Pero, S., (2004). The relationship between self-confidence, mood state, and anxiety among

collegiate tennis players, Journal of Sport Behavior, (1), 55-70.

Eric, T, Kring. J. (1996). Anxiety and self-confidance in relation to individual and team sport. Psi Journal of

Undergraduate Research, V 1,N1-2:33-35.

Hanton, S, Connaughton, D. (2002). Perceived control of anxiety and its relationship to self-confidence and

performance. Research Quarterly for Exercise and Sport, 73, 87-97.

Hanton, S., Jones, G. and Mullen, R. (2000). Intensity and direction of competitive anxiety as interpreted by

rugby players and rifle shooters. Perceptual and motor skills. 90,513-521.

Gohm, C. L. (2003). Mood Regulation and Emotional Intelligence: Individual Differences. Journal of

Personality and Social Psychology, 84, 594-607.

Meyer BB, Zizzi S (2007). Emotional intelligence in sport: conceptual, methodological, and applied issues. In:

Lane AM (Ed.), Mood and Human Performance: Conceptual, Measurement, and Applied Issues. pp.

131–54.

Narimani, M, Bashar poor. S. (2009). Comparison of attachment style and emotional intelligence between

women and non-athletes women. Research journal of biological science. 4(2):216-221.

Perlini, H. Halverson, R. T. (2006). Emotional intelligence in the national hockey team. Journal of beah. Sci.

38(2):109-119.

Pigozzi, A Spataro, A Alabiso, A Parisi, M Rizzo (2004). Role of exercise stress test in master athletes. Br J

Sports Med. 39:527–531. doi: 10.1136/bjsm.2004.014340.

Vassiliki D., Dimitra S. (2009). Emotional entilligence, Body image and disorder eating in combat sport athletes

Journal of sport science. 7(2):104- 111.

Zizzi, S. J., Deaner, H. R., & Hirschhorn, D. K. (2003). The relationship between emotional intelligence and

performance among college baseball players. Journal of Applied Sport Psychology, 15, 262-269.

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print issn: 2231 · dr.setyabudi indartono, indonesia. dr.mohammed belal uddin, bangladesh ......

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