AGGRESSION AND ITS INFLUENCE ON SPORTS PERFORMANCE FOR

FOOTBALL PLAYERS

A dissertation
Submitted to
The Department of Sports Science of the
University of Sri Jayewardenepura
In partial fulfillment of the
Requirement for the
Bachelor of Science Honours Degree in
Sports Science and Management

By
M.H.F.Ahamed
University of Sri Jayewardenepura, Sri Lanka
May 2021
 DECLARATION

The work described in this dissertation was carried out by me under the guidance of
Dr. (Ms.) H. P. N. Perera and has not been submitted elsewhere.

……………………………… 22nd May, 2021

M.H.F.Ahamed

………………………………
Dr. (Ms.) H. P. N. Perera
Internal Supervisor
Department of Sports Science
Faculty of Applied Sciences
University of Sri Jayewardenepura

………………………………
Dr. (Ms.) H. P. N. Perera
Coordinator – SSM 401 8.0 Research Project in Sports Science & Management

………………………………
Dr. (Ms.) S. Weerasinghe
Head / Department of Sports Science
Faculty of Applied Sciences
University of Sri Jayewardenepura

………………………………
Senior Prof. Laleen Karunanayake
Dean / Faculty of Applied Sciences
University of Sri Jayewardenepura

i
 DEDICATION

To all the parties

who are interested in the field of

Sports Science

ii
 ACKNOWLEDGEMENTS

I would like to extend my special appreciation and thanks to my supervisor Dr. (Ms.)
H. P. N. Perera , Senior Lecturer, Department of Sports Science, Faculty of Applied
Sciences, University of Sri Jayewardenepura who advised, supported, and guided me
from the beginning to the end of the research study. I acknowledge the support and
the guidance given by Dr. (Ms.) H. P. N. Perera, Senior Lecturer, and our Coordinator
in SSM 401 8.0 Research Project in Sports Science & Management, Department of
Sports Science, Faculty of Applied Sciences, University of Sri Jayewardenepura.

Further, my thanks go to Dr. (Ms.) S. Weerasinghe, Head/ Department of Sports

Science, Faculty of Applied Sciences, University of Sri Jayewardenepura, and Mr. A.
L. K. R. Fernando, Lecturer, Department of Sports Science, Faculty of Applied
Sciences, University of Sri Jayewardenepura for supporting me. I would like to
express my gratitude to the Faculty of Applied Sciences, University of Sri
Jayewardenepura for supporting my research work.

I appreciate all the participants of the sample who supported and spent their valuable
time to fill the questionnaire and provide their information. Also, I thank everyone
who helped me get the data for the study.

Last but not least I would like to express my gratitude to my parents, and my brothers
Mr. L. A. D. Priyadarshana and Mr. L. H. K. P. De Silva who encouraged and
supported me in carrying out my research study.

iii
 TABLE OF CONTENTS

DECLARATION ........................................................................................................... I
DEDICATION .............................................................................................................. II
ACKNOWLEDGEMENTS ......................................................................................... III
TABLE OF CONTENTS .............................................................................................. iv
LIST OF TABLES ..................................................................................................... VII
LIST OF FIGURES .................................................................................................. VIII
LIST OF ABBREVIATIONS ......................................................................................IX
ABSTRACT .................................................................................................................. X
CHAPTER 01 ................................................................................................................ 1
1.1 Background of the Study ......................................................................................... 1
1.2 Problem Statement ................................................................................................... 6
1.3 Purpose of the Study ................................................................................................ 6
1.4 Objectives of the Study ............................................................................................ 7
1.4.1 Major Objective ................................................................................. 7

1.4.2 Specific Objectives ............................................................................ 7

1.5 Significance of the Study ......................................................................................... 7

1.6 Scope of the Study ................................................................................................... 8
1.7 Limitations of the Study........................................................................................... 9
1.8 Definitions of the Key Words .................................................................................. 9
1.8.1 Aggression ......................................................................................... 9

1.8.2 Sports Psychology ............................................................................. 9

1.8.3 Sports Performance............................................................................ 9

1.9 Study Outline................................................................................................. 10

1.10 Summary .............................................................................................................. 10
CHAPTER 02 .............................................................................................................. 11
2.1 Introduction ............................................................................................................ 11
2.2 Sports Psychology.................................................................................................. 11
2.3 Aggression ............................................................................................................. 13
2.4 Aggression in Sport................................................................................................ 15
2.5 Aggression and Gender .......................................................................................... 18
iv
2.6 Aggression in Football ........................................................................................... 19
2.7 Types of Aggression .............................................................................................. 20
2.8 Theories on Aggression ......................................................................................... 23
2.9 Sports Performance ................................................................................................ 25
2.10 Aggression Due To Situational Factors ............................................................... 25
2.11 Relationship between Aggression and Performance............................................ 26
2.12 Summary .............................................................................................................. 27
CHAPTER 03 .............................................................................................................. 28
3.1 Introduction ............................................................................................................ 28
3.2 Conceptualization .................................................................................................. 28
3.2.1 Conceptual Framework.................................................................... 29

3.3 Hypothesis.............................................................................................................. 29
3.3.1 Aggression ....................................................................................... 29

3.3.2 Performance ..................................................................................... 30

3.4 Operationalization .................................................................................................. 31

3.5 Research Methodology .......................................................................................... 33
3.5.1 Research Design (Sekaran & Bougie, 2012) ................................... 33

3.5.2 Population ........................................................................................ 34

3.5.3 The Sample and Sampling Technique ............................................. 35

3.6 Data Gathering Technique ..................................................................................... 35

3.6.1 Design of the Questionnaire ............................................................ 35

3.6.1.1 Aggression Measures .................................................................... 35

3.6.1.2 Sports Performance....................................................................... 36

3.6.2 Contents of the Questionnaire ......................................................... 36

3.6.3 Procedure ......................................................................................... 37

3.7 Statistical Data Analysis ........................................................................................ 37

3.8 Summary ................................................................................................................ 37
CHAPTER 4 ................................................................................................................ 38
4.1. Introduction ........................................................................................................... 38
4.2 Statistical Data Analysis ........................................................................................ 39

v
 4.2.1 Demographic Profile of the Respondents ........................................ 39

4.2.2 Test of Reliability ............................................................................ 41

4.3. Data Presentation and Analysis ............................................................................ 41

4.3.1 Normality of the Variables .............................................................. 42

4.3.2 Relationship between Aggression and Performance ....................... 42

4.3.3 Testing whether Gender Moderates the Relationship between

Aggression and Performance ................................................................................ 44

4.4 Hypothesis ..................................................................................................... 45

4.4.1 Relationship between Aggression and Sports Performance. ........... 45

4.4.2 Gender Moderates the Relationship between Aggression/Aggression

Constructs and Sports Performance ...................................................................... 47

4.5 Summary ................................................................................................................ 47

CHAPTER 05 .............................................................................................................. 48
5.1 Introduction ............................................................................................................ 48
5.2 Discuss the Finding with Literature ....................................................................... 48
5.3 Recommendations .................................................................................................. 49
5.4 Summary ................................................................................................................ 50
REFERENCES ............................................................................................................ 51
APPENDICES ............................................................................................................. 56

vi
 LIST OF TABLES

Table 3.1 Operationalization table ............................................................................... 31

Table 3.2 Research Design .......................................................................................... 33
Table 3.3 Population .................................................................................................... 34
Table 4.1 Tests of Normality ....................................................................................... 38
Table 4.2 Profile of the players .................................................................................... 39
Table 4.3 Pilot survey Results ..................................................................................... 41
Table 4.4 Normality of the Variables .......................................................................... 42
Table 4.5 shows the model summary of the results ..................................................... 42
Table 4.6 show ANOVA of the result ......................................................................... 43
Table 4.7 show Coefficients of the result .................................................................... 44
Table 4.8 show Coefficients of the result .................................................................... 44
Table 4.9 show Coefficients of the result .................................................................... 45

vii
 LIST OF FIGURES

Figure 3.1 Conceptual Framework of the Study .......................................................... 29

viii
 LIST OF ABBREVIATIONS

AFC Asian Football Confederation

BPAQ Buss-Perry Aggression Questionnaire

FA Football Association

FIFA Fédération Internationale de Football Association

SP Physical Aggression

SPSS Statistical Package for the Social Sciences

UEFA Union of European Football Associations

VA Verbal Aggression

ix
 ABSTRACT

Aggression and aggressive behavior are sometimes out of the ethical realm of sports,
and sometimes very much part of the sport, depending on the type of sport, the
demand on the performer, and so on. Aggression includes different behaviours that
serve a common end – to inflict pain or injury on the opponent. Hence, the objective
of the current study was to identify the relationship between aggression and sports
performance of football players. A cross-sectional survey was carried out using 115
(n=115) male and female football players in Eastern Province who have to participate
in the SLFF organizing football tournament in 2019. A stratified simple random
sampling technique was used to select the participants who currently playing football.
The subjects were instructed to complete the Buss-Perry Aggression Questionnaire
(BPAQ) and Sports Performance Questionnaire, which consisted of questions that
measure physical aggression, verbal aggression, anger, hostility, and sports
performance level respectively. Data were analyzed using SPSS software (version
21.0). In the analysis process, the Independent Sample T-Test was used to detect
significant differences, and the Coefficients test was used to investigate the
relationships. The results concluded that there is no significant relationship between
sports performance and physical aggression (p>0.05). There is a negative relationship
between sports performance and verbal aggression (p<0.05). There is a negative
relationship between sports performance and anger (p<0.05). There is a positive
relationship between sports performance and hostility (p<0.05). Gender does not
moderate the relationship between aggression/aggression constructs and Sports
Performance (p>0.05). Finally, this exploration will beneficial for all the football
coaches in the field, to understand their player’s aggressive levels to optimize their
performance.

Keywords: Physical aggression, Verbal aggression, Anger, Hostility, Performance,

Football players

x
 CHAPTER 01

INTRODUCTION

1.1 Background of the Study

Football is one of the most popular sports around the world. Due to the simplicity of
the rules and the game play it can be played almost anywhere from official
playgrounds to streets or beaches. It is considered that modern football was originated
around the 19th century by the British. Then, with the modernization and urbanization,
the game has been developed into a format that is now recognized internationally with
a set of standard rules and regulations. In 1904, the ‘Fédération Internationale de
Football Association’ was formed by the combined efforts of the representatives of 7
football associations around the globe. At present, it acts as the international
governing body for football (Weil, 2020).

The popularity of Football certainly is on par with that of Rugby and Cricket and can
be considered even higher than that of those as well. At different levels, different
types of game plays of Football are being played worldwide. The first domestic
league was formed in 1888 called ‘The English Football League’. It was also included
in the Olympic Games as an official game for the first time in 1908. It was considered
the most famous game format for Football for many years until the World Cup
organized by FIFA came into play in 1930. The team Brazil has been able to still top
the list of ‘the countries with the greatest number of FIFA World Cup wins’, winning
the championship 5 times. The other most famous championships of the sport include
the UEFA Champions League, FA Cup, Africa Cup of Nations, and many more
(FootballHistory.org, 2020). Like in other world-class sports Football is also been
played by women. The first-ever FIFA Women’s World Cup was held in 1991 and the
team United States was able to secure the inaugural trophy to its motherland (The
Editors of Encyclopaedia Britannica, 2019).

Football has produced many sensational players worldwide. Diego Maradona, Lionel
Messi, Cristiano Ronaldo, and the world-famous football players have captured the
hearts of the football fans not because of their outer appearance but because of their
sports personalities and the world-class performances. To become a good football
player, an athlete should possess perseverance and strong mental and physical
1
stamina. Generally, technique, game intelligence, physical fitness, and proper mindset
have been considered as the key factors that should be developed by a football player
to improve his performance (Ertheo, 2016).

Sri Lanka is currently ranked 206th in FIFA's world rankings. Sri Lanka competed in
the Bangabandhu Cup for the first time in 2015. Bangladesh football federation
arranged this tournament. Sri Lanka was classified as belonging to the Malaysian and
Bangladeshi communities. Sri Lanka lost the game, and both teams were eliminated
from the competition. The Solidarity Cup saw a continuation of the bad results. The
poor performance continued in the Solidarity Cup as well. In the 2022 World Cup
Campaign, Sri Lanka was qualified for the second round of the World Cup for the
first time since the 2006 campaign (AFC, 2016).

There are various football leagues in Sri Lanka. The champions league for men's
association football clubs in Sri Lanka. Nine civil football leagues in the Eastern
Province are participating in the inter-league, demonstrating their contribution to
peace and reconciliation efforts. At Batticaloa Weber Stadium, the ‘Eastern
Commander Champion's Trophy' football tournament is taking place. Batticaloa
football league after impressively showing their football skills carried away the
‘Eastern Commander Champion’s Trophy’ amid rousing cheers and up laves (Army,
2019). The FA Cup Championship is another football tournament in Sri Lanka. A
total of 715 teams competed for the FA Cup 2018 edition and all matches were played
according to the FFSL competitions fixture. Batticaloa football league showed their
maximum performance and move to the final stage for the final 32 teams (Sunday
observer, 2018).

Sports performance has been defined as the way of measuring the participation of a
player in a sport where it depends on the physical state, mental state of the player, and
also on the training techniques used by him (World of Sports Science, 2020). A vast
number of studies have been undertaken by different personalities to identify the
factors influencing sports performance in general as well as to figure out those factors
concerning football players as well. Factors like body proportions, skills training,
strength, flexibility, and endurance have been identified as the main physical factors
which influence the level of sports performance (Morrison, 2013). Just like physical
fitness, mental fitness is a very crucial and important part of a strong athlete.
2
Sport is a miniature replica of reality. Sports allow for behavior that would be
disciplined in real life to go unpunished. For example, a soccer player who breaks an
opponent's nose in an aerial ball challenge might receive a warning or be sent off,
while the same incident occurring outside of sport may result in the perpetrator's
arrest and indictment. Aggression is one of these behaviors that is often seen in sports.
Aggression is described as any verbal or physical behavior that can cause physical or
psychological harm to another person (Baron & Richardson, 1994).

In sports, the majority of violence stems from anger. Various reasons have been
stymied, resulting in resentment. Achievement, supremacy, strength, respect,
reputation, and excellence are the dominant motivations in sports that lead to violence
when they are squandered. When a boy puts a high reward value on one or more of
these motivations, and the incentive mechanisms fail to achieve or fulfill them, he
becomes irritated. Aggression is mainly a learned trait that develops over time as a
result of an individual's interactions with his or her social environment (Terry &
jackson, 1985).

Aggression is a necessary component of today's sports. Most sports have changed

dramatically in the last two decades, and many problem areas have been identified
and solved, forming the foundation of sports science. Aggression in sport is described
as "harm-inducing conduct bearing no clear relation to all the competitive objectives
of sport and thus relates to instances of uncontrolled aggression outside the
regulations of the sport, rather than extremely competitive action within the rule
boundaries," according to Terry and Jackson (1985). Most of them are:
1. Drug abuse and the issues it causes.
2. Professionalism on the rise.
3. Increased media coverage and adoration.
4. Globalization of sports commercialization.
5. Incorporation of judicial norms as well as civil and criminal law of professional
sports.
6. Athletes' resistance levels have decreased in modern times.
In fighting sports like Karate, Judo, and Wrestling, or team contact sports like
American football, Rugby alongside Ice hockey, aggressive and violent turns are
considered with greater attention as illegal outside of sport, or in supposedly non-

3
contact sports like Basketball, Football, Cricket, and so on, are legal and permitted
(Krishnaveni, 2014). The individual's proclivity to respond aggressively to aversive
events is a significant factor in the development of aggression. Individual variations in
aggression proneness have received little attention in aggression research until now.
Accordingly, it is important to understand Aggression and its influence on sports
performance for football players in Sri Lanka.

Human beings are competitive by nature and strive for success in all athletic
endeavours. Every individual, as well as every country, desires to demonstrate their
superiority by challenging the other. Thus, in today's competitive sports climate, these
obstacles stimulate, empower, and motivate all nations to sweat and aspire to run
faster, leap higher, and throw farther. Aggression has become a part of sports for a
long time. Sport is probably the only environment outside of combat in which acts of
interpersonal violence are not only accepted but actively applauded by a significant
segment of the population. The introduction of new information for improving human
results in comparison to the physical, motor, and physiological attributes in the course
of saturation to aim for even greater is a million-dollar challenge to the sports expert.
During this method, they delve into the field of psychology and compile a list of
psychological variables that affect athletic success. Psychology, as a behavioral
discipline, has aided in the improvement of athletic success. It has aided coaches in
being more successful coaches and athletes in performing at a higher level. Sports
administrators are paying more attention to this psychological aspect of sports
(Kocher & Pratap, 1972).

Aggression is derived from the Latin words aggress, 'ad' (to or toward), and greater
(walk). The term means "to work towards or approach." Aggressive acts are those
where the athlete is (1) extremely motivated (2) demonstrates a high level of physical
energy, and/or (3) is not hindered by fear of possible fracture or injury (Silva , John
M.; Stevens , Diane E;, 1984). Competition with no "aggression" in sports is like a
body without a soul; competition plus aggression is identical. There is strong evidence
that, in general, more spirited games can help performance since it provokes all
the players to exert greater effort and “do or die” for the team's current victory. On the
other hand, there is evidence, which is true, that player hostility in specific situations

4
or positions can hinder individual skill output as well as team success (Kamlesh,
1972).

In sports, there are a variety of reported causes of violence and aggression.

Aggression is the product of irritation. However, it has since been shown that
dissatisfaction (whether caused by loss, poor performance, injury, or perceptions of
unfairness into the competition) does not always lead to violent conduct. Rather,
being irritated increases one's proclivity for violent conduct. Contextual factors play a
role, and how a person interprets the contextual signals at hand better predicts whether
or not this athlete or spectator will act aggressively. Aggression is, in essence, a
learned behavior that develops over time as a result of an individual's experience with
his or her social context (Krishnaveni, 2014).

It is visible that in today’s world of sports winning and Success has become ingrained
in sports, and increased professionalism fosters a culture of "winning at all costs."
Common motivators for participation in sports, such as enjoyment and fair play, seem
to have dwindled significantly. According to research, when athletes put a high
priority on defeating their opponents, they are more likely to succeed. They are also
more likely to support cheating and believe that deliberately harmful actions are more
permissive (Thomas, et al., 1991). Regrettably, certain coaches and athletes take this
situation to its logical conclusion, claiming that aggressive behavior is required to
win. Although some research suggests that violence can lead to victory (Widmeyer &
Birch, 1984) the human and monetary costs associated with the damages that often
follow aggressive actions bring such short-term benefits into question. Furthermore,
whenever an athlete is angry and intent on harming others, he or she is not
concentrating on the job at hand.

Aggressive action is graded based on the primary reward sought through the act.
Hostile violence occurs when the primary motivation, or motive, is to inflict pain on
another for the sake of it. The major reinforcement in instrumental violence, on the
other hand, is the accomplishment of a subsequent goal. The physical aspect of
aggression is referred to as violence. It is described as "harm-inducing conduct that
has no strong connection to the competitive goals of sport, and thus refers to instances
of uncontrolled violence outside of the rules of the sport, rather than highly

5
competitive conduct within the rules" (Terry & jackson, 1985). In other terms,
violence is described as unlawful and hostile violent acts that are physically inflicted.

1.2 Problem Statement

Aggression and offensive conduct are often outside of the ethical domain of sports,
and often very much part of it, depending on the sport, the demand on the athlete, and
other factors. Aggression encompasses a variety of behaviors aimed at inflicting
discomfort or harm to the opponent. Several studies have been performed by scholars
all over the world, but there are still grey areas where violent or hostile activity in
sports cannot be pinpointed. This paper aims to shed light on the reasons for the
presence and prevalence of such behavior, as well as potential solutions for dealing
with it.

In today’s sporting events, particularly those with high emotional material,

aggression, and violence now become commonplace. Aggression may be reduced to a
minimum, regardless of its severity, by taking a comprehensive strategy at the
psychological and sociological levels. The remedy could be tolerance and empathy on
the role of the planners and coach, followed by proper preparation for the athlete.
Accordingly, it is important to understand Aggression and its influence on sports
performance for football players in Sri Lanka.

Also, throughout the problem identification process, the researcher has identified.
There was little attention to football player’s aggressive behavior's effect on their
skills and team performance. Football is the most important sport in Sri Lanka.
Coachers mainly focus on their physical fitness and football-related skills. But lack of
attention for psychological aspect; aggression and player’s behavior during a sports
tournament. The performance of the athletes is highly affected. Therefore, the
psychological impact of the football player’s in Sri Lanka should be considerably
evaluated in competition with the global sports context.

1.3 Purpose of the Study

When considering the topic of sports-related aggression, several issues have raised: is
aggression acceptable in some sports, or does aggressive action in the game act as a
catharsis impact or release of stress, whether by playing or simply watching, or if

6
aggression breeds more aggression on and off the field, or whether aggression can be
reduced. This study discusses these concerns that have come up repeatedly in the Sri
Lankan sports arena.

1.4 Objectives of the Study

A variety of factors can lead to aggression in sports. The rules of the game (level of
physical contact), anger, instinct, appearance, arousal, environmental cues, self-
control, and the behavior of those around are the most easily recognizable factors.
Personality, media participation, coaching, role models, and the environment we live
in are all factors in violence. Accordingly, the current study will achieve the below
objectives.

1.4.1 Major Objective

 To identify the relationship between aggression and performance and to
identify whether gender moderates the relationship between aggression and
performance.

1.4.2 Specific Objectives

 To identify the relationship between physical aggression and sports
performance.
 To identify the relationship between verbal aggression and sports
performance.
 To identify the relationship between anger and sports performance.
 To identify the relationship between hostility and sports performance.
 To ascertain the moderating effect of gender on the relationship between
aggression and sports performance.

1.5 Significance of the Study

This research would contribute significantly to both theory and practice by providing
understandings of the respective areas from yet-to-be-completed examinations and for
improved sports performance for football players. In Sri Lanka, there is a severe lack
of current expertise in the field of sport psychology. Accordingly, it is important to
understand Aggression and its influence on sports performance for football players in
Sri Lanka. This research examines how aggression and athlete actions influence sports

7
success. In Sri Lanka, only a few studies have been conducted on this topic. Research
on this subject, particularly in the eastern province, has yet to be conducted. Because
of a variety of factors, including the training and competition climate, language
barriers, cognitive capacity, and a lack of proper training.

The majority of Sri Lankan coaches are unaware of the field of sports psychology. As
a result, it may affect the country's overall football results. There are just a few studies
in the world that look at football players' violence and their results. As a result of this
study, it will teach all the football players the proper way to perform well in matches
by modifying their offensive actions and preserving optimal mental states. This
research is useful in preparing football players to produce better results in the games
they play with the support of the coaches.

Even though many studies have been performed on sports performance with a large
research interest in today's research area, to the best of the author's knowledge, there
have only been a few discussions on aggression and its effect on football players'
performance.

Sport is a miniature version of the real world. Behaviors that would be disciplined in
real life are allowed to go unpunished in sports. For example, a player whose elbow
fractures an opponent's nose in an aerial ball challenge might receive a warning or be
sent off, while the same occurrence occurring outside of sport might result in the
perpetrator's arrest and indictment. Accordingly, the current study will enable the
readers to understand the knowledge gathered concerning the behaviors regarding
world football.

1.6 Scope of the Study

Physical factors, mental factors, and technological factors, among others, all affect an
athlete's sports results. This study will focus solely on the psychological field.
Motivation, tension, aggression, personality, and other psychological factors all play a
role. Mental blocks may be caused by psychological causes, resulting in a loss of
concentration and training, poor results, and, in some cases, injury to the athlete. They
can cause physical symptoms including muscle twitching, trembling, and increased
sweating. These factors can have an effect not only on the athlete but also on the team
as a whole. This study only looked at how different levels of aggression can affect a
8
football player's results. The researcher plans to choose the football team that has the
best overall record in the Eastern province and at the national level.

1.7 Limitations of the Study

Typically, psychological or well-trained mental health practitioners assess the extent

of aggressiveness. It can also be calculated by the use of a variety of realistic
practices. However, in this study, aggressiveness was only assessed through a
questionnaire, and the degree of aggression did not appear to be clearly defined. Due
to the coronavirus pandemic, the football tournament has been restricted, and some
tournaments have been canceled. Even when the matches are conducted, getting the
permission of the team to carry out their research activities has been a challenge for
the researchers.

1.8 Definitions of the Key Words

1.8.1 Aggression

Aggression is described as any interpersonal conduct that is intended to hurt or

distress another person. Aggression in sports is characterized as an unprovoked
physical or verbal assault, whereas aggressiveness is defined as the desire to commit
such an assault. Aggression is often known as "an explicit physical or verbal action
that can damage another person's psychologically or physically” (Krishnaveni, 2014).

1.8.2 Sports Psychology

Sports Psychology is the study of the psychological basis, processes, and effect of
sports. (Jarvis, 2006). Psychology is defined as ‘the science of mind and behavior.
(Jarvis, 2006).

1.8.3 Sports Performance

How sports participation is measured is referred to as sports success. Biomechanical

structure, emotional influences, and training methodology all play a role in sports
success. Neuromuscular causes, in a relationship between the nervous system and its
dimension and the musculoskeletal system, mental regulation, and psychological
factors are four distinct aspects of sports success.

9
1.9 Study Outline

The remaining three chapters of this dissertation are organized systematically. The
following is a synopsis of each chapter:

Chapter Two: The Literature Review

The second chapter contains a summary of applicable literature for the research. This
analysis aims to grasp the main concepts focused on a look at Aggression and its
effect on football players' success.

Chapter Three: The Methodology

The methodological methodology used in the study is explained in Chapter Three. To

begin, it explains the philosophical framework that underpins the current research.
The chapter then goes on to explain the processes and procedures used in data
collection and analysis, as well as provide justifications for each decision. Finally, the
chapter discusses the methods used to ensure rigor in the design.

Chapter Four: The Findings and Discussion

The main results from the current study's three research questions are presented in
Chapter Four. This section also contextualizes and addresses the current study's
results about the established body of information, as well as the practical
consequences. This chapter also categorizes instructions for future study and
acknowledges the research's limitations. Finally, the chapter summarizes the findings
of the analysis concerning the research goals and questions.

1.10 Summary

This section concentrated on the issue's context, which is the original reason for this
research. It also highlighted the research issue, study intent, research question, study
objectives, and the importance of conducting this research.

10
 CHAPTER 02

LITERATURE REVIEW

2.1 Introduction

This Chapter contains literature on Sports Psychology, Aggression. Aggression in

Sport, Types of Aggression, Theories on aggression, Aggression due to situational
factors, Sports Performance, Relationship between aggression and performance.

2.2 Sports Psychology

A knowledgeable and enthusiastic coach, on the other hand, can learn basic
psychological skills and pass them on to the athlete, particularly during practice. The
importance of psychological abilities for professional athletes has long been
recognized. Athletes who possess the necessary "mental toughness" are more likely to
succeed. Previously, it was thought that these abilities were inherited or learned early
in life. Athletes and instructors are now widely acknowledged as being capable of
acquiring a wide variety of psychological abilities that can aid learning and success
(Hays, 1999).

One of the most common fields of study in psychology, and also some areas of sport
and exercise psychology, is recognizing and improving motivation. This research has
mainly contributed to the understanding of motivation in individual lives in
psychology and sports psychology, particularly when addressing motivation in
achievement contexts. The origins of sport psychology can be traced back to the study
of all the ancient Greeks, a civilization that zealously emphasized the importance of
physical prowess, exalted male and female fitness, and had no qualms in linking the
nation state's long-term wellbeing to the personal wellbeing of its people. As sport
becomes more professional in every way, it is worthwhile to reflect on the past of
these sports, especially the reasons for their eventual demise. The root of the issue, as
per Harris (1964), was professionalism, which spawned the "stultifying goal," "At all
costs avoid losing."

Around the turn of the nineteenth century, psychological studies with a sporting
component started to appear throughout the discipline. Norman Triplett's archival and
experimental work on "dynamo genic causes" (1898) in the United States is the most
11
prominent early example of a formal research program. Triplett was a teacher who
went back to Indiana University to finish his master's thesis and he stated ‘The
Dynamo genic Factors in Pacemaking and Competition’. (Harris, 1964).

Sports Psychology is the study of the psychological basis, processes, and effect of
sports (Jarvis, 2006). Psychology is defined as ‘the science of mind and behavior
(Jarvis, 2006). Sports Psychology is an area which attempts to apply psychological
facts and principal to learning performance and associated human behavior in the
whole field of sports (Adling, 2017). Sports Psychology is the study of the influence
of the psychological process on human performance (Anshel, 2019). “Sports
psychology is an area which attempts to apply psychological facts and principle to
learning performance and associated human behavior in the whole field of sports”.
Sports psychology explores one's behavior in athletics (Adling, 2017). Sports
psychology is an interdisciplinary science that draws on knowledge from the fields of
psychology. It involves the study of how aggression affects performance. The
instruction and training of psychological skills for performance improvements for
athletes (Adling, 2017).
We are, without a doubt, living in fascinating and exciting times for sport and exercise
psychology. There seems to be an increasing corpus of information that truly has sport
and exercise as its primary objective, and there is a more confident sense of identity
and mission than at any time in the past. In the worlds of sport and sports psychology,
the number of substantial "players" continues to rise (Tuckman, 1965).

Sport psychology can be understood as a branch of psychology that applies to

structured physical (motor) activity in the form of a competitive sport. In comparison
to other contexts where exercise is used for physical education, recreation, or
recovery, competitive sport focuses on high performance and consistent
excellence and maintains concentration in the face of many distractions that come
with team travel and the competitive climate. Psychological training should be a part
of an athlete's overall training plan, which should be done in combination with other
components. The best way to do this is for the coach, the sport psychologist, and the
athlete to work together (Adling, 2017).

Sports psychology is crucial for athletes to manage their emotions during practice and
competition. In general, these emotions can cause sudden changes in a sportsperson's
12
actions. Rage, indignation, gear, negative self-thinking, and a sense of ownership, to
name a few. If these feelings are not well regulated promptly, performance can suffer
(Adling, 2017). At this point, sports psychology is extremely important. It aids in the
balance of emotional arousal, which enhances performance. Athletes' psychological
readiness for tournaments is often supported by sports psychology. In reality, giving
psychological advice to athletes or team members before and after competitions has
become fashionable (Adling, 2017).

During practice sessions, competitions, and tournaments, stress, tension, and anxiety
are normal. Other emotional issues, such as depression or anger, may be present.
Anorexia, panic attacks, and so on. Sports psychology skills may be useful in such
circumstances. Relaxation and concentration techniques for stress control may be
used by athletes who are experiencing certain issues. Finally, it can be concluded that
sports psychology plays a critical role in improving athletes' results. It focuses on the
various mental attributes that are necessary for good performance in sports and
games, such as concentration, confidence, emotional control, and dedication (Adling,
2017).

2.3 Aggression

Humans are competitive and ambitious creatures. Everyone tries to demonstrate their
superiority by confronting the other. All competitive athletes are stimulated, inspired,
and motivated to sweat and aspire to run faster, leap higher, throw farther, and kick
harder as a result of these obstacles (Tomar & Singh, 2012). Athletes have used a
variety of strategies to pacify their rivals to gain a competitive advantage in the
competition. Aggression is one of these tactics that appears often in professional
sports.

Aggression is resulting from the old Latin words ag (before) and grid (to fight) (to
walk or step). As a result, to aggress is to take a step ahead of or in front of others to
initiate something, usually an assault. It is a deliberate act that is intended to hurt or
injure another person. Aggression is described as any verbal or physical behavior that
causes physical or psychological harm to another person. It is the infliction of a
harmful stimulus, whether physical, verbal, or gestural, on another human.
Aggression is also followed by intensely negative feelings. To be considered violent,
a behavior must be directed at another living being with the intent of causing physical
13
or psychological harm (Gill, 2000) and it must demonstrate a rational expectation that
the effort to inflict harm would be effective (Gill, 2000).

In sport, the concept of aggression may be defined as “over acts violate the
formalness of the game and intentionally cause injury (Widmeyer, W. N., Dorsch, K.
D., Bray, S. R. y McGuire, E. J., 2002). Since football, like many other sports,
involves physical contact between players, measuring aggressions can be a complex
task (García-García, Martínez, & González-Gómez, 2017). It is unethical to engage in
behavior that causes physical or psychological damage to another person and has no
direct connection to the sport's competitive objectives (García-García, et al., 2017).

Whether aggressive or instrumental, if these deliberately malicious actions result in

injuries that extend beyond the sporting event itself, they should be considered
unacceptable (Mintah, 2017). Aggression is an intentional behavior aimed at doing
harm or causing pain to another person. Aggression is any verbal or physical act that
can hurt an individual physically or psychologically (Baron & Richardson, 1994).
Aggression is accompanied by strong negative emotions. For a behavior to be judged
aggressive, it must be directed at another living being to cause some form of physical
or psychological harm (Gill, 2000).

Aggression is described as any interpersonal conduct that is intended to hurt or

distress another person. Aggression in sports is characterized as an unprovoked
physical or verbal assault, whereas aggressiveness is defined as the desire to commit
such an assault. Aggression is often known as "an explicit physical or verbal action
that can damage another person psychologically or physically." Aggression is any
interpersonal behavior intended to cause physical harm or mental distress to a person
or persons. In the sports context, aggression can be defined as an unprovoked physical
or verbal assault, and aggressiveness is the intent to commit such an assault
(Krishnaveni, 2014).

Aggression is a learned social behavior acquired by evaluation, imitation, modeling,

demonstration, and reinforcement. Young players, for example, look up to sports stars
as role models and want to emulate their behavior. Coaches, teammates, and parents,
on the other hand, can be seen as role models and show support for rough play. As a
result, players will mimic the virtues or vices shown by coaches, role models, or
14
parents. In addition, when violence is modeled by coaches or role models, the
likelihood of aggression in sports is increased. Sports engagement either introduces
and/or enhances either aggression or gamesmanship, according to the aggression
literature (García-García, et al., 2017).

2.4 Aggression in Sport

Aggression in sports can be characterized as explicit actions that breach the formal
rules of the game and are intended to cause injury (Widmeyer, W. N., Dorsch, K. D.,
Bray, S. R. y McGuire, E. J., 2002). As a result, several scholars admit that
incorporating the idea of attempting to hurt or kill rival players into the meaning of
violence in sport is challenging. It's worth remembering that players' lawful conduct
on the field of play will result in unintentional injury to opponents. This distinction is
crucial because it represents the divergence between two distinct types of aggression:
hostile and instrumental (García-García, et al., 2017). Since football, like so many
other sports, requires physical contact between players, determining aggressiveness
can be difficult. Aggression is described as forceful, hostile, or attacking behavior or
disposition in its broadest sense. It can happen as a result of retribution or without
provocation. In a smaller space as I n the social and behavioral sciences, there are a
variety of concepts that are used. Aggression is described as an act done with the
intent of causing harm or increasing one's relative social dominance. Defensive or
predatory, it's possible that the behavior of members of different species isn't the
same. In the same way, violence is considered. Aggression can come in a variety of
forms. It can take several different forms and can be physical or mental, verbally or
nonverbally communicated (Kamlesh, 1972).

Even though words are sometimes used interchangeably by laypeople, such as an

aggressive sales representative, aggression varies from assertiveness. Threats or
harmful acts directed towards another person are described as aggression, which may
include threat shows, lunging, snarling, growling, snapping, and biting. Aggressive
actions are a type of communication in animals. Aggressive shows, challenges, and
attacks are used by dogs and cats to settle territorial conflicts over assets (territory,
food), maximize their reproductive capacity, or flee threatening situations. The term
"aggression" defines the actions, but it does not reveal the underlying motivations or

15
triggers. Aggression can be motivated by a variety of factors (Singh, Vadlani,
Harrison, Bennett, & San, 2007).

To justify violent violence in sports, there are three main perspectives (theories):

(a) According to Konrad Lorenz's biological theory, aggression is a fundamental,

innate human trait. Sport is seen as a socially appropriate way to release pent-up rage,
a safety valve, in this sense.

(b) According to psychological theory, anger causes violence, which is understood

as situational. The emotions and actions driven by Frustration result in when one’s
efforts and behaviors are linked together to reach a particular goal are blocked.
Officials' questionable decisions, inability to make a specific play, injuries that
prevent optimal results, heckling from fans and taunts from coaches or players can all
lead to anger in sports.

(c) The social learning theory, which holds that violence is learned by modeling and
reinforced by rewards and punishments, has by far the most empirical support.

It is understood that most Young athletes look up to and emulate sports stars as role
models. Parents, coaches, and teammates should all serve as role models for an
offensive style of play. Behavioral modification, constructive reinforcement, mental
imagery, imagination, relaxation, learning processing, muscular and mental
relaxation, lifestyle interventions, meditation, Zen meditation, imagery skill training,
goal-setting, and positive self-talk are some of the coping skills, strategies, and
intervention approaches used to manage or regulate stress, depression, tension, and
aggression. Aggression in sports is characterized as acts or actions taken with the
intent of physically or psychologically harming an opponent. Aggression, crime, and
vandalism have been synonymous with football almost since its inception, as per
numerous scientific concepts and research findings. Despite the longest history of
these football-related phenomena, it wasn't until the 1960s that social scientists began
to pay attention to the causes of violent behavior. Losing a game appears to be only
one factor contributing to crowd aggression and abuse throughout football games. The
majority of spectator violence is caused by social abnormalities such as a lack of
attention to young people's needs, poverty, unemployment, urbanization, and shifts in

16
leisure habits, rather than by the football game itself. Security forces' harsh and
reckless reactions, as well as the media's excessive focus on sports, can often
efficiently form aggressive and violent behavior (Singh , et al., 2007).

Terry and Jackson (1985) defined aggression in sport as: ‘harm-inducing behavior
bearing no direct relationship to the competitive goals of sport, and relates, therefore,
to incidents of uncontrolled aggression outside the rules of the sport, rather than
highly competitive behavior within the rule boundaries’ (Krishnaveni, 2014).

Aggression on behalf of an athlete is well known to be a distraction and result in poor

results. These behaviors are likely to be distracting to the whole team. According to
research, the worse a team's results, the more likely it is to engage in aggressive
behavior. As the game progresses, the stakes get higher (more intense), hostility levels
after the game are critically higher (Krishnaveni, 2014).

Heat, noise, and crowding have all been suggested as causes of aggression in sports,
especially among spectators. However, the research indicates that these factors tend to
be conflict facilitators (i.e., they work with other variables to generate aggression in
circumstances where aggression is already present). Other causes that have been
related to acts of spectator vandalism and hooliganism around the world involve
substance misuse, the involvement of rival supporters who are representatives of
opposing social groups, and past instances of athlete violence in the sport (Coalter,
1985).

Coaches must be educated about the dangers of violence in sports, not only for their
team and individual players but for society as a whole. A fair play code of conduct
should be made a mandatory component of defined and implemented guidelines for
coaching at every competitive level and in every sport (Coalter, 1985).

A related study, of the patterns of sports violence in adult men and women and found
that males had higher levels of aggression than females and that both female and male
soccer players disagreed with the use of hostile and instrumental aggression. Even
though female soccer players agreed by the use of instrumental violence in sport as
being more acceptable unlike their male counterparts (Keeler, 2007).

17
2.5 Aggression and Gender

A high level of provocation that is not in line with a competitive spirit is unethical, if
not illegal. However, in some sports, there tends to be a grey area where ‘victims'
embrace provocation as a valid part of the game. There’s a clear picture of what
violence in sports means. He spoke about the effect of multiple external social factors
on human violence, as well as the effect of provocations like hurtful comments,
chants, and songs. Officials, women, young applicants, and athletes who have been
victims of racial profiling are the most potential candidates for violence. It has been
discovered she was able to find new evidence about testosterone's function in
aggression. Hormone concentration changes can have a significant impact on human
mood and behavior. Aggression has been linked to a variety of causes, including
gender differences. According to evolutionary psychology, all action is intended to
ensure the gene pool's survival.

Gender variations in actions are a result of the most important evolutionary

imperatives. The finger digit ratio, which is understood to be related to a variety of
personal characteristics, has been identified as a new marker for aggression.
According to this theory, if a man's index finger is shorter than his ring finger, he
would be more offensive. Environmental aspects are also thought to affect one's
mood. Temperature, noise, narcotics, alcohol, steroids, and the presence of guns, for
instance, have all been shown to escalate violence (Goldsstein, Leon, & Jams, 1962).

Aggression is one of the areas of the most significant differences between genders.
Gender has a significant influence on hostile aggression. It is also believed that
females are more aggressive, verbal, whilst males are more physically aggressive
(Wani, Sankar, & Gayathri, 2017). Gender is one of the first social categories that
children acquire and judgments as to what is appropriate for men and women are
affected. People progressively develop differentiated judgments about femininity and
masculinity and some attitudes or behaviors are related to masculine traits, while
others are considered feminine. Aggressiveness and aggression are generally seen as
masculine characteristics and appear to contradict attitudes or behaviors considered
appropriate for women (Cabagno & Rascle, 2006).

18
2.6 Aggression in Football

In today's sporting events, particularly those with high emotional material, aggression
and violence have become commonplace. Aggression may be reduced to a minimum,
regardless of its severity, by taking a comprehensive approach at the psychological
and sociological levels. The remedy could be tolerance and empathy on the part of the
organizers and coach, followed by proper preparation for the athlete (Krishnaveni,
2014). Since aggressive attacks aimed at harming an opponent are normally punished
by forcing the player off the field, leaving his teammates short-handed for the rest of
the game, the conventional divide between instrumental and hostile violence is
completely important in sports like football. This has no bearing on the team's results
(García-García, et al., 2017).

A recent study examined the impact of violent conduct on football team results, taking
into account the chances of both the home and away teams scoring a goal.
Aggressiveness does not improve the probability of scoring a goal after documenting
instrumental and hostile aggressive acts and nonaggressive offenses during the times
in each match where the score changes. Furthermore, instrumental aggressions have a
detrimental impact, meaning that increasing this form of aggressive action reduces the
chances of the team scoring (García-García, et al., 2017).

Aggressive conduct has ramifications that go beyond the detrimental impact on results
when the score is changing since teams collect cards as well. As a result, the chances
of scoring a goal in later rounds of the same match are reduced. As a result, there is no
empirical evidence to justify offensive conduct in football due to its impact on making
the team short of players or putting pressure on the team to perform such defensive
acts due to members who have received a yellow card fearing a second. This will
result in the player's dismissal (García-García, et al., 2017).

The only impact of one team's actions on the success of another is due to non-
aggressive offenses. Away team nonaggressive offenses reduce the probability of the
home team scoring a goal, but to a lesser degree than when the away team commits
aggressive offenses. That being said, this means that the number of cards collected
will rise, which will hurt the offending team in the future period. This may be related
to the idea of a "tactical foul" to stymie the opposing team’s offensive. As a result,

19
this will be the only empirical evidence for crimes that hurt the opposition team
(García-García, et al., 2017).

Aggression in sports can be reduced with the assistance of all parties involved.
However, some of the most powerful People may inadvertently promote violence in
their community’s compulsion to sell tickets. Aggression begins with angry feelings
and angry actions and aggression can be tamed with the right amount of rage Role-
playing and management training (Krishnaveni, 2014).

Cards may be interpreted to mean that a team is not actively attempting to score a
goal, but rather is going to protect their goal. It's worth remembering that, at times
during a game, teams' primary objective might be to preserve the score rather than
score a goal. This condition will arise not just after a win, but also when both teams
are content with a draw. It is critical to consider this because it allows for a different
understanding of aggressiveness's consequences. As previously stated, instrumental
aggressions reduce the likelihood of scoring a goal for either the home or away team
that engages in them, but not for the team that does not. Instrumental aggressions on
behalf of a team, in other words, damage the team instead of the opponents to help it
(García-García, et al., 2017).

2.7 Types of Aggression

Aggression can be of the following types (Krishnaveni, 2014)

1. Direct: where the athlete can abuse face to face directly or hurt somebody by
words or actions.
2. Indirect: hurting others by gossips, rumors, internal murmurings, etc.
3. Instrumental: this is cognitive, where the aggression is intentional and planned but
not to directly hurt someone, rather for gaining something like a reward, fame, scoring
a goal, etc.
4. Emotional: also called impulsive aggression refers to aggression that occurs with
only a small amount of forethought or intent.

The primary reward sought as a result of aggressive behavior is ranked. When the
primary motivation, or intent, is to inflict harm on another for the sake of it, this is
referred to as hostile aggression. The achievement of a subsequent target, on the other
hand, is the main reinforcement in instrumental aggression. Frustration is believed to
20
be fueled by frustration. It is both an innate and acquired perspective (aggression). It
can happen in a variety of situations, one of which is when an athlete fails to meet his
or her goals. Having a point disallowed or being fouled by an opponent several times
can be aggravating. Aggression is inherent and only manifests itself in a frustrating
circumstance. He noted that anger increased the likelihood of violence and that
athletes would not show this aggression in their career for one or more reasons. A
good example of this is when a coach underutilizes a player who, out of
professionalism or even reverence for the coach, refrains from displaying violence.
However, this can affect an athlete's personal life, as they can redirect their anger
away from their career and into their social life. This is similar to Freud's concept of
displacement, in which we want to do something we realize is wrong, such as
question the coach, although for some just hold it channeled (García-García, et al.,
2017).

Aggression can be of the Following Types (García-García, et al., 2017)

Instrumental aggression is one athlete intentionally hurting another, but the intention
of this action is not the damage, but rather some other purpose, such as victory in the
competition. Instrumental aggression aims to cause harm to another individual.
Instrumental aggression encouragement aims to offer a person's team an upper hand,
not generally to see the victim in pain. Instrumental aggression aims to give your team
a chance to win. As a result, instrumental aggression's purpose is to improve a team
goal in terms of fame, income, or performance victory. In basketball, a dunk in the
face is referred to as instrumental violence. In sports, instrumental provocation is
permissible. To describe violence, four theories have been proposed. The first, the
instinct theory, claims that violent behavior is an unconscious trait of all people.
Humans are born with an aggressive instinct that builds up until it is activated through
arousal followed by an aggressive action (Gill, 2000).

Hostile aggression aims only to physically or psychologically harm a person. This

type of aggression habitually occurs as a result of frustration caused when athletes
lose. When one engages in hostile aggression, your primary goal is to hurt or injure
your opponent. When the main goal is to be non-aggressive but still winning the ball,
this is known as instrumental aggression. (Goldsstein, et al., 1962) Published a report
on high-level sports violence. They discovered that more seasoned athletes used
21
instrumental aggression to their advantage, while aggressive aggression was used less
frequently. Self-control was used by experienced athletes to help them deal with their
hostility. Hostile aggression is described as behavior that is solely intended to cause
harm to another individual. It stems from a desire to cause pain or harm as a result of
frustration. The survivor suffers pain and injuries as a result of aggressive violence.
Paying back a competitor who injured you in a previous competition is an indication
of aggressive violence. In sports, hostile violence is not tolerated.

Hostile aggression is defined as hot, impulsive angry behavior that is motivated to

harm or injure another person, whereas, instrumental aggression is cold or
premeditated behavior that is motivated by some other goal. The main purpose of
instrumental aggression is to be non-aggressive, but to win the game, to get money, or
to restore justice (Wani, et al., 2017). Hostile assault is impulsive, motivated anger
behavior with the desire to injure an individual. Anger aggression is punitive and
typically takes the form of a sudden and immediate angry physical reaction to an
(often aggressive) action of an opposing player (Grange & Kerr, 2010).

Verbal aggression refers to such behavior as verbally abusing and accusing, shouting,
and name-calling to opponents, teams, or other athletes, with the purposeful emotional
attack. In other words, verbal aggressiveness is a trait, emphasizing individual
differences in the predisposition to attack the self-concepts of others, often expressed
in the form of maledictions, teasing, ridicule, threats, swearing, or nonverbal
emblems. This type of self-concept attack might involve insulting the other athletes’
characters, competence, performance, background, or physical appearance, to
humiliate them. This behavior often escalates to physical aggression. Physical
aggression is violent and has the potential to inflict injury or damage to the targeted
opponent or object. Define physical aggression as the use of physical force, or a
credible threat of physical force, intended to harm another athlete physically. Often
such inflaming demands or mocking behavior that is hostile, destructive, and/or
violent, degenerates to physical unsporting aggression; intentional actions or reactions
involving physical contact such as pushing, hitting, butting, kicking, throwing fists or
objects, manhandling, crushing, banging objects and excessive obstruction
(Chinomona & Dubihlela, 2014).

22
To overcome training problems, systematic participation in sports, especially at a high
level, needs constant work, dedication, as well as commitment. In the athlete-coach
connection, communication is critical. Coaches who value effective communication
are more likely to persuade their athletes to obey their commands. Aggressive
tendencies may emerge as a result of interpersonal contact. When a person uses
symbolic as well as physical force with the intent of at least enforcing and likely
harming his as well as her interlocutor, and then at the most, defeating and perhaps
destroying him or her, this is referred to be aggressive behavior. Aggressive behavior
can be classified as either constructive or detrimental. It can be classified as helpful
when it helps to strengthen interpersonal relationships and as destructive when it hurts
his or her interlocutor’s connection or sentiments. Verbal aggression is described as
an attack on a person's self-concept instead of a person's point of view on an issue
(Bekiari & Syrmpas, 2015).

2.8 Theories on Aggression

Several theories on aggression have been proposed but they fall into four main
categories: (Krishnaveni, 2014)

1. Instinct theory suggests that aggression is the result of an inherent drive like
hunger, thirst, etc.

2. Social learning theory suggests that aggression is a function of learning, not merely
a biological drive.

3. Moral reasoning theory where the aggressor justifies his or her action as proper.

4. Frustration-aggression hypothesis states that aggression is a result of frustration.

To describe violence, four theories have been proposed. The first, the instinct theory,
claims that violent behavior is an unconscious trait of all people. Humans are born
with an aggressive instinct that builds up until it is activated by aggressive behavior
(Gill, 2000). According to the Frustration-Violence Theory, frustration is the root of
aggression. According to this theory, that an individual's belief that she or he is being
held back from achieving a goal will increase the likelihood of success likelihood of a
combative response (Gill, 2000).

23
And the closer you get to your target, the more frustrated you'll be and the more likely
you'll act aggressively. In practice, it makes sense to understand the notion that anger
can contribute to violence because it aligns with many findings in contact sports like
football, basketball, and soccer. However, there are many more examples of thwarted
efforts that did not result in violent conduct. Since anger does not always lead to
violence, the frustration-aggression theory loses its effectiveness (Keeler, 2007).

The fourth theory is which athletes' ability to participate in violence is linked to their
moral reasoning stage. Since human aggression is immoral, there should be a
connection between moral reasoning and overt acts of sporting aggression. As a
result, for a person to act aggressively in sports. These principles (instinct, frustration-
violence, social learning, and moral reasoning) have aided in the development of
research priorities in various aspects of sport aggression. Bredemeier and Shields
(1986), for instance, looked at the moral rationale of male and female university and
high school touch and non-contact players in both sports including life. Males had
lower moral reasoning in both sports and everyday life, according to the findings.
Basketball players ranked lower on moral reasoning than non-athletes among college
participants (Bredemeier & Shields, 1986).

Three Major Theories Explain Violent Aggression in Sports: (Bali, 2015)

(a) The biological theory, aggression as a basic, inherent human characteristic. Within
this context, sport is seen as a socially acceptable way to discharge built-up
aggression, a safety valve.

(b) The psychological theory states that aggression is caused by frustration; it is

situational. Frustration results when sports, frustration can be caused by questionable
calls by officials, failure to make a particular play, injuries that interfere with
optimum performance, heckling from spectators, or taunts by coaches or players.

(c) The social learning theory has received the most empirical verification and
maintains that aggressive behavior is learned through modeling and reinforced by
rewards and punishments. Young athletes take sports heroes as role models and
imitate their behavior. Parents, coaches, and teammates are also modeling who may
demonstrate support for an aggressive style of play.

24
2.9 Sports Performance

Mostly on the field, psychological as well as physical factors also determine success
or failure. Sports psychologists understand the importance of an athlete's attitude and
work to prepare the mind to tackle challenges on the field while increasing confidence
for peak results. Every single one of us has an untapped energy supply that can be
used to achieve better performance. Enhancing motivation entails a shift in mentality,
the development of an optimistic "can-do" mindset, and systematic habits – the short-
term process objectives – that promote progress. If one can hold a position of
leadership in sports, one will have a significant impact on how inspired the athletes or
team are. One can inculcate a strong work ethic, appreciate individual achievement,
and implement consistent incentive systems that boost people's confidence. The
strategies discussed in this article must be tailored to particular situations and the
needs of individual athletes to be effective in the implementation of motivational
methods, always aim to be unique and creative (Adling, 2017).

Sports performance is how sports participation is the measure. Sports performance is

a complex mixture of bio mechanical function, emotional factors, and training
techniques. Sports performance has distinct aspects, four areas include neuromuscular
factors, in a relationship between the nervous system and its dimension and the
musculoskeletal, mental control and psychological factors, environmental condition
and coaching, and external support for the athlete.

2.10 Aggression Due To Situational Factors

1. Temperature: Higher temperatures can lead aggressive athletes to become more

aggressive.
2. Retaliation due to perception of victim's intent: Some athletes imagine that an
opponent intends to inflict harm, so they respond with aggression against the
opponent.
3. Fear of retaliation by the victim: To an extent, the fear of retaliation by the victim
of aggression can discourage the aggressive player from initiating that aggression.
4. Game situation: Several studies have shown that more aggressiveness occurs as
there is a big difference between scores. When the scores are close, aggression is at a
minimum.
5. Rivalry due to familiarity: Familiarity breeds contempt.
25
As players become more familiar with one another due to the frequency of play,
rivalries also may increase, and aggression, in turn, becomes more frequent.
6. Reduced goal orientation: As the ego state of the athlete increases, there is a
general lack of respect for the game or the official. A high task goal orientation results
in a higher level of sportsmanship (Krishnaveni, 2014).

2.11 Relationship between Aggression and Performance

Aggression on the part of an athlete will constitute a distraction and result in poor
performance. These acts are likely to be distracting to the team also as a whole
(Krishnaveni, 2014).

In sports like football, the traditional gap between instrumental aggression and hostile
aggression is necessary, because violent attacks aimed at injuring an opponent are
usually punished by sending the player off the field, leaving his team short-handed for
the remainder of the game. This has no effect on improving team performance
(García-García, et al., 2017).

Aggression is a trait that can have both good and negative consequences on
performance in sports. Aggression is defined as any behavior aimed at damaging or
damaging another living creature who is driven to avoid such treatment. Most people
consider aggression to be a bad psychological trait, although some sports
psychologists feel that aggression can be beneficial in improving performance (Baron
& Richardson, 1994).

Effect of aggressive behavior on the performance of football teams, reflecting the

probability of the home team and the away team scoring a goal. After recording the
instrumental and hostile aggressive actions during the periods in each match when
there is a change in the score, aggressiveness does not increase the likelihood of
scoring a goal. Moreover, instrumental aggressions have a negative effect, that is to
say, increasing this type of aggressive behavior decreases the team’s chance of
scoring. The aggression behavior goes beyond the negative effect on performance
(García-García, et al., 2017).

The connection between anger as well as sports performance is considered to be that,

based on the type of sport, rage can either increase or diminish performance. Strength

26
activities, contact sports, especially sports with fewer technical components are
examples of sports where rage can help you perform better. Anger is a common
emotion that can vary from mild irritation as well as anger to outright rage. It's a
response to a possible danger to oneself, teammates, property, self-image, or indeed
any aspect of an athlete's or team's image; it's a warning sign that something isn't
right. Anger is frequently followed by vocal, nonverbal, and physical replies (Davis,
et al., 2010).

Athlete animosity is a state in which an adversary or opposing team displays malice

and malice, or a desire to hinder and hurt opponents; it is frequently occupied by an
opponent or opposing team. Hostility is defined as a collection of attitudes that drive
aggressive behavior. Anger has been conceptualized as an emotional state, with
several components highlighted, including hostile behavior (Chinomona & Dubihlela,
2014).

2.12 Summary

The second chapter contained a summary of applicable literature for the research.
This analysis aimed to grasp the main concepts focused on a look at Aggression and
its effect on football players' success.

27
 CHAPTER 03

METHODOLOGY

3.1 Introduction

This chapter comprises the conceptualization and methodology part of the research.
When evaluating a possible relationship and Gender moderate the relationship
between aggression and performance of football players, the researcher utilizes
questionnaires as a measuring tool. Thus, this research is conducted using the survey
research method. This chapter encompasses the key variables of the study. There is
one dependent variable, one moderating variable, and one independent variable of this
exploration. There is a possible relationship and Gender moderate the relationship
between aggression and performance. Therefore, the hypothesis of the study has
developed according to the relationship between the independent variable, moderate
variable towards the dependent variable. In the methodology section, research design
and method of execution and how it was adopted in the evaluation procedure will be
discussed. As well as the study population, sample and sampling techniques, data
gathering techniques, procedure, and data analysis methods are indicated in this part.

3.2 Conceptualization

Based on the vast literature review of the previous chapter, the following five factors
have been identified by the researcher. The previous studies have identified four
factors that affect football player’s aggressive levels. And another factor is sports
performance. The moderate factor that has been identified was gender. When
considering the conceptual framework of this research, there is one independent
variable of the football player’s aggressive level, a moderate variable as gender and
the dependent variable of this study is the performance level of football players.
According to the study, player’s aggressive levels is depending on their sports
performance and it contains 5 questions. And also there are 29 questions related to
measuring aggression. It’s also divided into 4 subcategories as Physical aggression,
Verbal aggression, Anger, and Hostility. There will be a possible relationship between
aggression and performance.

28
3.2.1 Conceptual Framework
There is a possible relationship and Gender moderate the relationship between
aggression and performance. The model of the research has been developed according
to the above concepts. The graphical representation of the model can be displayed
from the following figure.

Aggression

1. Physical aggression
Performance
2. Verbal aggression
3. Anger
4. Hostility Dependent variable

Gender

Independent variable

Moderating variable

Figure 3.1 Conceptual Framework of the Study

Source: Author Developed based on literature, 2021

3.3 Hypothesis

3.3.1 Aggression

Aggression is accompanied by strong negative emotions. For a behavior to be judged

aggressive, it must be directed at another living being to cause some form of physical
or psychological harm (Gill, 2000).

Physical aggression is behavior causing or threatening physical harm towards others

(K Krishnaveni, 2014).

29
Verbal aggression is deliberately harmful behavior that is typically both unprovoked
and repeated (K Krishnaveni, 2014).

Anger is a basic human emotion, such as happiness, sadness, anxiety, or disgust.

Anger is related to the ‘fight, flight, or freeze’ response of the sympathetic nervous
system (García-García, 2017).

Hostility aggression aims only to physically or psychologically harm a person. This

type of aggression habitually occurs as a result of frustration caused when athletes
lose (García-García, 2017).

3.3.2 Performance

Performance is must be tailored to particular situations and the needs of individual

athletes to be effective in the implementation of motivational methods, always aim to
be unique and creative (Adling, 2017).

Hypotheses are developed to ensure whether there is a possible relationship and

Gender moderate the relationship between aggression and performance of football
players. Hypotheses are developed based on literature and the conceptual framework.

 H1 – There is a relationship between aggression and sports performance.

 H1a – There is a relationship between physical aggression and sports
performance.
 H1b – There is a relationship between verbal aggression and sports
performance.
 H1c – There is a relationship between anger and sports performance.
 H1d – There is a relationship between hostility and sports performance.
 H2 – Gender moderates the relationship between aggression/aggression
constructs and sports performance.

30
3.4 Operationalization

Table 3.1 Operationalization table

Variable Dimensions Indicators Measurement

Physical Level of the resort to

Aggression BPAQ – Q01
aggression violence to protect rights
Level of broken things BPAQ – Q02
Level of can’t control the
urge to attack another BPAQ – Q03
person
BPAQ – Q04
Level of threatened people
Level of Given enough BPAQ – Q05
irritation
BPAQ – Q06
Level of hurt someone
Level of hit back BPAQ – Q07
Level of pushed me so far
BPAQ – Q08
that we came to blows
Level of fight BPAQ – Q09
Level of disagree with my
Verbal aggression BPAQ – Q10
friend
Level of arguments when BPAQ – Q11
people disagree with me
Level of disturbing BPAQ – Q12

Level of disagree with

BPAQ – Q13
people
Level of argumentative BPAQ – Q14
Level of hothead BPAQ – Q15
Anger
Level of sober person
BPAQ – Q16
Level of fire quickly
Level of trouble to BPAQ – Q17
controlling temper

31
 Level of frustrated BPAQ – Q18
Level of feel like a
BPAQ – Q19
volcano ready to explode
Level of nervous for no BPAQ – Q20
good reason
BPAQ – Q21
Level of a surprise what
Hostility BPAQ – Q22
they like
Level of bitterness about BPAQ – Q23
things
Level of suspicious of BPAQ – Q24
overly friendly strangers
BPAQ – Q25
Level of feel jealous
Level of the raw deal out BPAQ – Q26
of life
BPAQ – Q27
Level of feel like people
are laughing at me behind BPAQ – Q28
my back
BPAQ – Q29
Level of seeming to get
their breaks
Level of I know that
"friends" are talking about
me behind my back
Level of satisfied latest
performance Q 01
sporting performance
recently held
Level of contribution to Q 02
the success of the team
during the recently held
event Q 03
Level of capabilities truly
reflected during the
recently held event

32
 Level of contribution to
Q 04
improving the performance
Level of thinking the
coach was satisfied with
your performance during Q 05
the recently held event

Source: Compiled by author 2021

3.5 Research Methodology

To achieve this research objective of examining the possible relationship and gender
moderate the relationship between aggression and performance of football players.

3.5.1 Research Design (Sekaran & Bougie, 2012)

Table 3.2 Research Design

Aspects of The Description
Research research
design design of the
present
study
Purpose of the Hypothesis As per Sekaran and Bougie (2012) studies that
study testing engage in hypothesis testing usually explain the
nature of certain relationships, or establish the
differences among groups or the independence of
two or more factors in a situation. Since the present
study is undertaken to explain the variances in the
dependent variable, it can be noted as hypothesis
testing.

Researcher Minimal The current study is intended to perform in the

interference natural environment with minimal interference
from the researcher. As per Sekaran and Bougie
(2012) researchers’ interferences will be minimal

33
 in studies that are conducted in the natural
environment with the normal flow of work.

Study setting Noncontrived The present study will be conducted in the normal
setting in the natural environment therefore the
study setting of the present study would be in a
non- contrived environment as per Sekaran and
Bougie (2012).

Unit of analysis Individuals The unit of analysis refers to the level of

aggregation of the data collected during the
subsequent data analysis stage (Sekaran and
Bougie, 2012). The present study intends to collect
data from individuals.

Time horizon Cross- The present study intends to gather data just once.
sectional As per Sekaran and Bougie (2012), studies which
data are gathers just once are known as one-shot or
cross-sectional studies

Source: Compiled by author 2021

3.5.2 Population

The population of the study will be the teams that have been registered in the SLFF
playing in the league in Eastern Province. According to the records of the SLFF in
Eastern Province, 10 teams have 167 football players that can be identified as the
study population.

Table 3.3 Population

District Male Female

Batticaloa 47 15

Ampara 40 20

34
 Trincomale 30 15

Source: Compiled by author 2021

3.5.3 The Sample and Sampling Technique

A total of 115 male and female football players in Eastern Province have to
participate in the SLFF organizing football tournament in 2019. The researcher will
expect to use the Simple Random sampling method. All samples are examined in the
questionnaires. All participants are below and more than 20 years old.

3.6 Data Gathering Technique

In the data collection process, quantitative data was collected. To collect data, the
researcher utilizes questionnaires as a measuring tool. A questionnaire was distributed
electronically to football players in the East Province on social media platforms,
including WhatsApp and Email. That way, the primary data could be collected. The
questionnaire consisted of three sections including demographic factors (8 questions),
sports performance (5 questions), and player’s aggressive level (29 questions). All
three sections consisted of 42 questions.

3.6.1 Design of the Questionnaire

3.6.1.1 Aggression Measures (Buss & Perry, 1992)

Used a questionnaire developed by Buss, A. H. & Perry, M. P. (1992) to collect data

from football players. The Buss-Perry Aggression Questionnaire in 1992 consists of
29 items on a five-degree scale. The questionnaire encompasses four manifested and
latent components of aggressiveness. The subscales of Physical aggression (9
questions) and Verbal aggression (5 questions) belong to the space of manifested,
motor dimensions of aggressiveness, and the subscale Anger (7 questions) which
implies the affective component, with Hostility (8 questions) with its cognitive
component, belongs to the space of latent aggressiveness. The aggression
questionnaire has four parts. They are physical aggression, verbal aggression, anger,
and hostility aggression. Physical aggression is behavior causing or threatening
physical harm towards others. It includes hitting, kicking, biting, using some harmful

35
items, and breaking toys or other possessions. Verbal aggression is message behavior
that attacks a person's self-concept to deliver mentally down or get psychological pain
to other people. Hostile Aggression applies to violent attitudes or actions that are
engaged with anger and a desire to affect a situation or others. It displays itself in
verbal, non-verbal, and physical ways and holds the intention of causing harm. Anger
is a communication intended to hurt another person, or a communication perceived as
having that intent; can be spoken, written, or drawn.

3.6.1.2 Sports Performance

To assess the sports performance the researcher uses a sports performance

questionnaire. These 05 items assess the player’s sports performance. Each responded
on a 5- point Likert scale ranging from (1), not at all satisfied to (5) fully satisfied was
used to assess each item.

3.6.2 Contents of the Questionnaire

The questionnaire has been developed with three sections namely A, B, and C.
Following are the fractions of the questionnaire.

Section A - Demographic Profile of the players. Every participant who participated in

the study needs to complete a demographic profile of the players that consisted of (see
appendix A) gender, age category, hometown, education level, current employment
status, culture, civil status, and experience.

Section B – Measuring sports performance. This part consists of five-question, all five
questions are consist of a Five-point Likert scale varies from Not at all satisfied to
fully satisfied.

Section C – Measuring aggressive level. This part consists of 29 items on a five-

degree scale. The questionnaire encompasses four manifested and latent components
of aggressiveness. The subscales of Physical aggression (9 questions), Verbal
aggression (5 questions), Anger (7 questions), and Hostility (8 questions). All 29
questions are consist of a Five-point Likert scale that varies from extremely
uncharacteristic of me to extremely characteristic of me.

36
3.6.3 Procedure
A preliminary study was conducted by the researcher to ensure the feasibility of the
study. Thus questionnaires are provided to 115 athletes to confirm the process.
Recruitment was taken by eastern province football players in the study. Due to the
COVID-19 crisis and the limitation of free movement, a Simple Random sampling
type we used. The call to participate in the study was made through the Google form
sent by athletes individually. The questionnaire was sent to 115 football players: 115
male players 80 (70%) and female 35 (30%) responded to the Google form. The
participation criteria for the players were to be under and over 20 years of age and
currently playing football at the time of the study. This exploration analyzes their
relationship between aggression and performance. The researcher uses Buss-Perry
Aggression Questionnaire (BPAQ) and Sports Performance Questionnaire to assess
the athlete’s Aggression level and Sports Performance level respectively. Athletes
who completed the online survey gave their passive consent to participate at the time
of participating in the research. This study was completely voluntary, and no personal
data requested through which the participants could be identified. After completing
the questionnaires researcher compares the changes by using relevant software.

3.7 Statistical Data Analysis

The researcher uses SPSS (21 Version) software to analyze data. All the data entered
into the SPSS software and coded accordingly

3.8 Summary

This chapter discussed the conceptualization, the hypothesis of the study,

operationalization, and research methodology. The conceptualization of the study has
built up according to the independent variable and dependent variable. Six hypotheses
have been developed. Furthermore, in the conceptual framework, the concept of the
hypothesis and the relationship of the variables graphically represents by a diagram.
The survey research design was used for this exploration to collect data from players.
The researcher selected 115 football players in Eastern Province based on the simple
random sampling method. The call to participate in the study was made through the
Google form sent by athletes individually, and exploration to analyze their
relationship between aggression and performance. Data were analyzed using SPSS
(21 version) software.
37
 CHAPTER 4

DATA PRESENTATION, ANALYSIS, AND FINDINGS

4.1. Introduction

The objective of this chapter is to analyze data to examine the relationship between
aggression and the performance of football players. Simultaneously it is intended to
analyze whether gender is moderating the said relationships. Primary data was
collected by providing questionnaires to club-level football players in the Eastern
province. Only the quantitative data were collected in this research. SPSS version 21
package and Microsoft Excel software were used to analyze these raw data. This
chapter consisted of three main sub-sections; (a) analysis of the aggressive level of
football players (b) the relationship of aggression with sports performance and (c)
whether gender moderates the relationship of aggression and performance. The
research sample consisted of 115 football players (80 male and 35 female).
Following Shapiro –wik test shows that data of the Sports Performance variable not
normally distribute because it rejects the null hypothesis (p-value<0.05) which is data
are normally distributed. Therefore use nonparametric methods for the analysis of
sports performance. Since the p-value of physical Aggression (0.159), Verbal
Aggression (0.097), Anger (0.359), and Hostility (0.185) greater than 0.05, we don’t
have enough evidence to say that the data are not normally distributed.

Therefore use parametric methods for the analysis of physical aggression, verbal
aggression, anger, and Hostility. However, it should be noted that this chapter is
confined to present quantitative data, whereas the qualitative data is useful for the
analysis and further on in the discussion and findings chapter.

Table 4.1 Tests of Normality

Tests of Normality
Shapiro-Wilk
d S
Statistic f ig.
Sports Performance 0.969 115 0.009

38
 Physical Aggression 0.983 115 0.159
Verbal Aggression 0.981 115 0.097
Anger 0.987 115 0.359
Hostility 0.984 115 0.185

Source: Compiled by author 2021

4.2 Statistical Data Analysis

4.2.1 Demographic Profile of the Respondents

Table 4.2 depicts the demographic profile of the club football players in the Eastern
province.
Table 4.2 Profile of the players

Variable Frequency Percentage

Gender
Male 80 69.6%
Female 35 30.4%

Home Town
Urban 74 64.4%
Suburb 13 11.2%
Rural 28 24.4%

Age Category
Below 20 20 17.4%
21-25 years 72 62.6%
26-30 years 18 15.6%
Above 31 years 5 4.4%

Educational Level
O/L 14 12.1%
A/L 46 40%
High diploma 16 14%
Graduate 39 33.9%

39
Current Employment

Status
Student 73 63.5%
Self–employer 12 10.4%
Unemployed 8 7%
Full-time employment 22 19.1%

Culture Background
Buddhist 33 29%
Muslim 59 51.1%
Hindu 15 13%
Christian 8 6.9%

Civil Status
Married 104 90.3%
Unmarried 11 9.7%

Experience as a Football payer

0-1 year 14 12.17%

2-3 years 16 13.91%
4-5 years 22 19.13%
More than 6 years 63 54.78%

Source: Compiled by author 2021

According to the above figures, the researcher utilizes these types of categories as
demographic data to analyze the possible relationship and Gender moderate the
relationship between aggression and performance of football players.

According to the above table, the total number of participants is 115 and out of it 80
(69.6%) males and 35 (30.4%) are female players. Most of them are married (90.3)
and most of them have more than 6 years of experience.

40
4.2.2 Test of Reliability

Usually, the reliability test is done to measure the consistency and stability of the
research study. Cronbach's alpha is the most common measure of internal consistency.
It is most commonly used when a study has multiple Likert Scale questions in a
survey/questionnaire that form a scale and wish to determine if the scale is reliable.
Consistency specifies how well the items measuring the concept hang together as a
set. According to the literature of the study, should calculate the reliability of three
variables. Normally, the answer of the reliability test should be higher than 0.7, and
sometimes even if it is below 0.7 can be also taken as a reliable value according to
some research studies.

Table 4.3 Pilot survey Results

N of Cronbach's
items Alpha
Sports Performance 5 0.751
Physical Aggression 9 0.787

Verbal Aggression 5 0.778

Anger 7 0.749

Hostility 8 0.802

Source: Compiled by author 2021

According to table 4.3, the Cronbach’s alpha values for sports performance, physical
and verbal aggression, anger, and hostility of the athletes were more than 0.7 all those
five elements were considered as reliable.

4.3. Data Presentation and Analysis

Analysis of the relationship between aggression and sports performance of
football players

Data collection was carried out from February to March 2021. A questionnaire was
developed to analyze aggression and performance, was distributed and administered
personally among 115 football players.

41
4.3.1 Normality of the Variables

Table 4.4 Normality of the Variables

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Sports .091 115 .019 .969 115 .009
Performance
Physical .064 115 .200* .983 115 .159
Aggression
Verbal .104 115 .014 .981 115 .097
Aggression
Anger .061 115 .200* .987 115 .359
Hostility .080 115 .066 .984 115 .185
Mean_Aggression .060 115 .200* .987 115 .331
*. This is a lower bound of true significance.
a. Lilliefors Significance Correction

Source: Compiled by author 2021

Based on the p-values it can be concluded that the data set adhered to the normality
assumption (p-value >0.05).

4.3.2 Relationship between Aggression and Performance

Table 4.5 shows the model summary of the results
Model Summary
Model R R Square Adjusted R Std. The error Durbin-
Square of the Watson
Estimate
1 .322a .104 .071 .52078 1.880
a. Predictors: (Constant), Hostility, Anger, Verbal Aggression, Physical
Aggression
b. Dependent Variable: Sports Performance

Source: Compiled by author 2021

42
R square value is very low which is 0.104 which means 10.4% of the variation
Performance can be explained by Aggression. Durbin-Watson is not too far from 2.

Table 4.6 show ANOVA of the result

ANOVA
Model Sum of df Mean Square F Sig.
Squares
Regression 3.456 4 .864 3.186 .016b
1 Residual 29.833 110 .271
Total 33.290 114
a. Dependent Variable: Sports Performance
b. Predictors: (Constant), Hostility, Anger, Verbal Aggression, Physical
Aggression

Compiled by author 2021

The p-value of the ANOVA table is less than 0.05 which means at least one of the
aggression constructs is affecting Performance.

Relationship between aggression and performance

The regression equation is,

SP = 4.380 – 0.190 (VA) – 0.171 (Anger) + 0.146 (Hostility).

This means, for every unit increase in VA and Anger, the performance of the players
may reduce by 0.190 and 0.171 respectively but when hostility increase by one unit
performance may increase by 0.146.

The p-value of Physical Aggression (PA) is 0.311 which is more than 0.05. Thus, PA
is not a significant predictor of Performance.
The VIF values are below 5 indicating that there is no multicollinearity.

43
 Table 4.7 show Coefficients of the result

Coefficients
Model Unstandardized Standardized t Sig. Collinearity
Coefficients Coefficients Statistics

B Std. Error Beta Tolerance VIF

(Constant) 4.380 .330 13.277 .000

Physical .084 .082 .127 1.019 .311 .523 1.913

Aggression
1 Verbal Aggression -.190 .080 -.241 -2.392 .018 .803 1.246

Anger -.171 .080 -.263 -2.147 .034 .542 1.846

Hostility .146 .063 .229 2.314 .023 .832 1.201

a. Dependent Variable: Sports Performance

Source: Compiled by author 2021

4.3.3 Testing whether Gender Moderates the Relationship between Aggression

and Performance

Table 4.8 show Coefficients of the result

Coefficients
Model Unstandardized Standardized t Sig. Collinearity Statistics
Coefficients Coefficients
B Std. Error Beta Tolerance VIF
(Constant) 3.823 .960 3.981 .000
Aggression_Gender -.086 .211 -.285 -.409 .683 .018 54.411
1
Gender .312 .703 .267 .444 .658 .025 40.549
Mean_Aggression .011 .294 .011 .037 .970 .108 9.248
a. Dependent Variable: Sports Performance

Source: Compiled by author 2021

44
 The p-value of the interaction of Aggression and Gender is 0.683, which is >0.05.
Hence, gender does not moderate the aggression and performance relationship.

Table 4.9 show Coefficients of the result

Coefficients
Model Unstandardized Standardized t Sig. Collinearity
Coefficients Coefficients Statistics
B Std. Error Beta Toleranc VIF
e
(Constant) 3.539 1.035 3.418 .001
Gender .553 .749 .473 .738 .462 .020 49.874
Physical .079 .258 .120 .307 .760 .054 18.547
Aggression
Verbal -.025 .258 -.031 -.095 .924 .077 12.937
Aggression
1
Anger -.360 .251 -.554 -1.433 .155 .055 18.187
Hostility .359 .202 .562 1.773 .079 .082 12.202
PA_Gender .002 .186 .006 .010 .992 .020 48.933
VA_Gender -.100 .192 -.372 -.521 .603 .016 62.129
Anger_Gender .134 .187 .470 .716 .476 .019 52.298
Hostality_Gender -.157 .154 -.631 -1.017 .312 .021 46.779
a. Dependent Variable: Sports Performance

Source: Compiled by author 2021

The p-value of the individual interactions of Aggression and Gender is being p>0.05.
Hence, gender does not moderate the aggression constructs and performance
relationship.

4.4 Hypothesis

4.4.1 Relationship between Aggression and Sports Performance.

H1 – There is a relationship between Aggression and Sports Performance.

45
H1a - There is a Relationship between Physical Aggression and Sports
Performance

Table 4.7 shows that there is no significant relationship between sports performance
and physical aggression since the p-value (0.311) is p> 0.05.

Thus H1a is not supported by data.

H1b – There is a Relationship between Verbal Aggression and Sports

Performance

Since the p-value for the relationship between sports performance and verbal
aggression is p=0.018 which is less than 0.05, it can be concluded that there is a
relationship between sports performance and verbal aggression. Thus the relationship
is a negative relationship between verbal aggression and sports performance (ß= -
.190).

Thus H2b is supported by data.

H1c - There is a Relationship between Anger and Sports Performance

Since the p-value for the relationship between sports performance and anger is
p=0.034 which is less than 0.05. Therefore, it can be concluded that there is a
relationship between sports performance and anger. Thus the relationship is a negative
relationship between anger and sports performance (ß= -0.171).

Thus H1c is supported by data.

H1d - There is a Relationship between Hostility and Sports Performance

Since the p-value for the relationship between sports performance and anger is
p=0.023 which is less than 0.05. Therefore, it can be concluded that there is a
relationship between sports performance and hostility. Thus the relationship is a
positive relationship between anger and sports performance (ß= 0.146).

Thus H1d is supported by data.

46
4.4.2 Gender Moderates the Relationship between Aggression/Aggression
Constructs and Sports Performance
H2 – Gender Moderates the Relationship between Aggression/Aggression
Constructs and Sports Performance

Since the p-value for the relationship between sports performance and
aggression/aggression constructs are p>0.05. Therefore, it can be concluded gender
does not moderate the relationship between aggression/aggression constructs and
Sports Performance.

Thus H2 is not supported by data.

4.5 Summary

In this chapter, all the data collected were presented using different tables while data
was analyzed using SPSS version 21 software. Sample profile data analysis, data
ratability, and normality test were carried out initially. According to the result, there
was a relationship between Aggression and Sports Performance of football players.
Further, Gender moderates the relationship between aggression/aggression constructs
and Sports Performance.

The highest (p<0.05) mean score was recorded for sports performance and physical
aggression, the lowest (p<0.05) mean score was recorded for sports performance and
verbal aggression, anger, and hostility.

There is no significant relationship between sports performance and physical

aggression. There is a negative relationship between sports performance and verbal
aggression. There is a negative relationship between sports performance and anger.
There is a positive relationship between sports performance and hostility. Gender does
not moderate the relationship between aggression/aggression constructs and Sports
Performance.

47
 CHAPTER 05

CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

This chapter concludes the entire research study on the relationship between Aggression
and Sports performance of male and female football players in the Eastern province
Context and highlights several recommendations to be used in future researches.

5.2 Discuss the Finding with Literature

In sports like football, the traditional gap between sports performance and aggression
is necessary, because violent attacks aimed at injuring an opponent are usually
punished by sending the player off the field, leaving his team short-handed for the
remainder of the game. This does not affect improving team performance.

The purpose of this study was to investigate the physical aggression, verbal
aggression, anger, and hostility its influence on sports performance. In particular, five
hypotheses were postulated and tested using data collected from Eastern provinces in
Sri Lanka. The results reported in Table 7 and Table 8 provide support for three (3)
hypotheses (H1b, H1c, and H1d) and do not support (2) hypotheses (H1a and H2).

Hypothesis 1 There is no significant relationship between physical aggression and

sports performance. Consistent with H1a, the result in Table 7, indicate that there is
no significant p-value (0.311) which is (p> 0.05) relationship between physical
aggression and sports performance. Therefore, H1 is not supported. Hypothesis 2
posited a negative relationship between verbal aggression and sports performance.
Hypothesis 2 results indicated that players' verbal aggression is negatively associated
with player’s sports performance (ß= -.190) although this relationship is significant
(p=0.018). This is consistent with the prediction of H1b and is therefore supported.
Aggression is a trait that can have both good and negative consequences on
performance in sports (Baron & Richardson, 1994). Athletes with high levels of
hostility and intermittent anger have greater tendencies of engaging in verbal
utterances and physical antagonism and aggressive behavior (Chinomona &
Dubihlela, 2014).

48
The Standardized coefficients of players anger and sports performance (ß= -0.171; p=
0.034) are negative and significant. This is consistent with the prediction of H1c and
is supported. The Standardized coefficients of athlete hostility and sports performance
(ß= 0.146; p= 0.023) are positive and significant. This is consistent with the
prediction of H1d and is supported. The emotional experience of anger does not
always lead to antagonistic responses, and aggressive behaviors do not always occur
in the experience of anger (Chinomona & Dubihlela, 2014). Hostile aggression, or
possibly a disposition toward hostile aggression may help players in aspects of their
game that require power and energy (Zitek & Jordan, 2011). The connection between
anger as well as sports performance is considered to be that, based on the type of
sport, rage can either increase or diminish performance (Davis, et al., 2010).
Therefore, it can be concluded. Hypothesis 5 gender does not moderate the
relationship between aggression/aggression constructs and Sports Performance.
Consistent with H2, the result in Table 8, indicate that gender does not moderate the
relationship between aggression/aggression constructs and Sports Performance.
Therefore, H2 is not supported.

The consequences derived from aggressive behavior go beyond the negative effect on
performance at the time when there are changes in the score because teams also
accumulate cards. Consequently, this decreases the probability of scoring a goal in
subsequent periods of the same match. The significant relationship between
aggression and successful performance. This relationship can be rewarding and can
positively reinforce aggressive behaviors both in a player and the team (Tomar &
Singh, 2012).

5.3 Recommendations

This research study focuses on the relationship between aggression and sports
performance of football players in Eastern provinces. Further, the researcher
highlights some important recommendations which will be beneficial in future
research studies. This study makes a significant contribution to the aggressive
behavior and sports performance literature by exploring the impact of football players.
According to the result of the study football players' verbal aggression and anger
negatively support their sports performance. But hostility is a positive relationship
with sports performance.

49
There is a very limited number of studies have been conducted using male and female
football players and finding the impact of aggression and sports performance, more
researches needed to confirm the present outcome.

Although this study makes significant contributions to both academia and practice, it
was limited in some ways, and therefore some future research implications are
suggested. Firstly, the data were gathered from the Eastern province of Sri Lanka, and
the sample size of 115 is the only representative of the population of sport-persons.
Perhaps, the results would be more informative if the sample size is larger, and data
gathered from the other eight provinces of the country. Therefore, future studies may
be conducted by using data combined with other psychological factors and sports
performance. Future studies can also extend the current study by studying the
relationships in the current conceptual model in other sporting events such as cricket
and rugby.

Thus the researcher identifies and highlights the above main facts as
recommendations to be used in future researches through this exploration. Thus the
vivid picture explained through this research study assesses and concludes the above
facts while stressing out several important points which could be used by potential
researchers in the future.

5.4 Summary

This chapter interprets the conclusion of the entire research according to the results of the
study and provides recommendations that could be used by future researchers.

50
 References

Adling, R. B., 2017. Importance of sports psychology in physical education and

sports. International Journal of Yoga , Physiotherapy and Physical Education, 2(5),
pp. 215-218.

AFC, 2016. Mongolian penalties down Srilanka. [Online]

Available at: https://www.thepapare.com/live-mongolia-vs-sri-lanka-afc-solidarity-
cup-2016/ [Accessed 24 August 2020].

Anshel, M. H., 2019. Sports and Exercise Psychology. U.S.territories: American

Psychological Association.

Army, S., 2019. Srilanka Army. [Online]

Available at: https://www.army.lk/news/footballers-all-ethnicities-vie-together-
batticaloa [Accessed 24 August 2020].

Bali, A., 2015. Psychological Factors Affecting Sports Performance. International

Journal of Physical Education, Sports and Health, 1(6), pp. 92-95.

Baron, R. & Richardson, D., 1994. Human aggression, New York: Plenum Press.

Bekiari, A. & Syrmpas, I., 2015. Coaches' Verbal Aggressiveness and

MotivationalClimate as Predictors of Athletes’ Satisfaction. British Journal of
Education, Society &Behavioural Science, 9(5), pp. 318-329.

Bredemeier , B. J. & Shields, D. L., 1986. Athletic aggression: An issue of contextual

morality.. Sociology of Sport Journal, Volume 3, pp. 15-28.

Buss , A. H. & Perry, M. P., 1992. The Aggression Questionnaire. Journal of

Personality and Social Psychology, Volume 63, pp. 452-459.

Cabagno, G. & Rascle, O., 2006. Team Sports Players’ Observed Aggresion as a
Function of Gender, Competitive Level, and Sport Type. Journal of Applied Social
Psychology, 36(8), p. 1980–2000.

51
Chinomona, R. & Dubihlela, J., 2014. The prevalence of athlete hostility, anger,
verbal and physical aggression within South African sport. African Journal for
Physical, Health Education, Recreation and Dance, 20(1), pp. 89-105.

Coalter, F., 1985. Crowd behavior at football matches: A study in Scotland. Leisure
Studies, Volume 4, pp. 111-117.

Davis, P. A., Woodman, T. & Callow, N., 2010. Better out than in: the influence of
anger regulation on physical performance. Personality and Individual Differences,
49(5), pp. 457-460.

Ertheo, 2016. 15 Key Soccer Skills – How to Achieve Success in Football. [Online]
Available at: https://www.ertheo.com/blog/en/elements-success-in-football/
[Accessed 21 Dec 2020].

FootballHistory.org, 2020. Football history. [Online]

Available at: https://www.footballhistory.org/
[Accessed 21 Dec 2020].

García-García, . P. A., Martínez, J. A. & González-Gómez, . F. J., 2017. THE

INFLUENCE OF AGGRESSIVENESS ON THE PERFORMANCE OF FOOTBALL
TEAMS IN SPAIN. Rev.int.med.cienc.act.fís.deporte, 17(66), pp. 317-334.

Gill, D. L., 2000. Psychological dynamics of sport. Champaign, Illinois: Human

Kinetics Publishers, Inc..

Goldsstein, G., Leon, G. & James, N. M., 1962. A Factor of Drivers Attitudes, with
Faster Study on Drivers Aggression. Research Quarterly .

Grange, P. & Kerr, J. H., 2010. Physical aggression in Australian football: A

qualitative study of elite athletes. Psychology of Sport and Exercise, 11(1), p. 36–43.

Harris, H., 1964. Greek Athletes and Athletics. London: Hutchinson.

Hays, K. F., 1999. Using Exercise in Psychotherapy. In: Working it Out.

s.l.:American Psychological Association, p. 281.

Jarvis, M., 2006. Sports Psychology. New York: Taylor & Francis.
52
Kamlesh, M., 1972. Psychology of Physical Education and Sports, London:. Boston
Routleoge and Kagan Paul.

Keeler, L. A., 2007. The differences in sport aggression, life aggression and life
assertion among adult male and female collision, contact and non-contact sport
athletes.. Journal of Sport Behavior, 30(1), pp. 57-76.

Kocher , K. & Pratap, V., 1972. Anxiety Level of Yogic Practice,. Yoga Mimamsa,
15(11).

Krishnaveni, A. S., 2014. Aggression and its Influence on Sports Performance.

International Journal of Physical Education, Sports and Health 2014, 1(2), pp. 29-32.

Mintah, J. K., 2017. Aggression and Its Justification among Senior High School
Soccer Players in Ghana. International Journal of Sports and Physical Education
(IJSPE), 3(4), pp. 26-31.

Morrison, J., 2013. 5 Factors Influencing Sports Performance. [Online]

Available at: https://blog.workouthealthy.com/general-fitness/sports-
performance/#:~:text=Body%20proportions%2C%20skills%20training%2C%20stren
gth,group%20affect%20your%20sport%20performance. [Accessed 21 Dec 2020].

Sekaran & Bougie, 2012. pp. 71-93.

Silva , John M.; Stevens , Diane E;, 1984. Psychological Foundation of Sport.. In: J.
M. Silva, & . R. S. Weinberg, eds. s.l.:Benjamin Cummings, p. 560.

Singh , R. et al., 2007. Aerobic production of isoamyl acetate by overexpression of

the yeast alcohol acetyl-transferases AFT1 and AFT2 in Escherichia coli and using
low-cost fermentation ingredients. Bioprocess Biosyst Eng, 31(4), pp. 299-306.

Sunday observer, 2018. Sunday observer. [Online]

Available at: https://www.sundayobserver.lk/2018/04/22/sports/fa-cup-football-kicks-
today [Accessed 24 August 2020].

53
Terry, P. & jackson, j., 1985. The determinants and control of violence in sport..
Quest -Illinois- National Association for Physical Education in Higher Education,
37(1), pp. 27-37.

The Editors of Encyclopaedia Britannica, 2019. Women's World Cup. [Online]

Available at: https://www.britannica.com/sports/Womens-World-Cup
[Accessed 21 Dec 2020].

Thomas, T., Olson, L. & Duda, J., 1991. The relationship of task and ego orientation
to sportsmanship attitudes and the perceived legitimacy of injurious acts. Research
Quarterly for Exercise and Sport, 62(1), pp. 79-87.

Tomar , R. & Singh, R., 2012. Aggression in athletics: A comparative study. Science,
Movement and Health, 12(1), pp. 31-34.

Tuckman, B., 1965. DEVELOPMENTAL SEQUENCE IN SMALL GROUP.

Psychol Bull, Volume 63, pp. 384-399.

Wani, M. A., Sankar R & Gayathri, 2017. Assessment of Aggression among Under19
Football. International Journal of Physical Education and Sports, 2(8), pp. 26-30.

Weil, E., 2020. Football. [Online]

Available at: https://www.britannica.com/sports/football-soccer/Professionalism
[Accessed 21 Dec 2020].

Widmeyer, W. N., Dorsch, K. D., Bray, S. R. y McGuire, E. J., 2002. The nature,
prevalence, and consequence of aggression in sport. In: J. M. Silva & D. E. Stevens,
eds. Psychological foundations of sport. Boston: Allyn & Bacon., p. 328–351.

Widmeyer, W. N. & Birch, J. S., 1984. ggression in Professional Ice Hockey: A

Strategy for Success or a Reaction to Failure?. The Journal of Psychology, 117(1), pp.
77-84.

World of Sports Science, 2020. Sport Performance. [Online]

Available at: https://www.encyclopedia.com/sports/sports-fitness-recreation-and-
leisure-magazines/sport-
performance#:~:text=Sport%20performance%20is%20the%20manner,emotional%20f

54
actors%2C%20and%20training%20techniques.&text=When%20an%20athlete%20an
d%20the,is%20likely%20 [Accessed 21 Dec 2020].

Zitek, E. & Jordan, A. H., 2011. Anger, aggression, and athletics: Technical fouls
predict performance outcomes in the NBA. Athletic Insight, Volume 3, p. 29–39.

55
 APPENDICES

Appendix 1

Please read each question carefully and select appropriate answer by putting a cross.
Team Player’s Demographic Profile
01. Gender
a. Male b. Female

02. Age group

a. Under 20 b. 21 - 25 years
c. 26 -30 years d. Above 31 years

03. Home Town

a. Urban b. Rural
c. Suburb

04. Educational level

a. O/L b. A/L
c. High Diploma d. Graduate

05. What is your current employment status

a. Student b. Self-employer
c. Unemployed d. Full time employment

06. Culture background

a. Buddhist b. Muslim
c. Hindu d. Christian

07. Civil status

a. Married b. Unmarried

08. How many years have you been play Football?

a. 0 – 1 year b. 2 – 3 years
c. 4 – 5 year d. Above 6 year

56
Appendix 02

Sport Performance

Please rate your performance according to your own opinion relating to the latest
performance in an event.
Use the scale between 1-5: (1="not at all satisfied", 5="fully satisfied")

Not at all Dissatisfied Not satisfy nor Satisfied fully

satisfied dissatisfy satisfied
ஆகவே திருப் தியில் லல திருப் தியா அல் லது திருப் தி
பூரண
திருப் தியில் லல திருப் தியின்லைவயா
திருப் தி
இல் லல

1 2 3 4 5

1 2 3 4 5
Sport Performance
01 To what extent are you satisfied with your latest
sporting performance recently held
அண்லையில் நடந் த விலையாட்டுச்
சசயற் பாட்டில் உங் களுக் கு எந் தைவு திருப் தி
ஏற் பட்டது
02 To what extent did you contribute to the success
of the team during the recently held event
அண்லையில் நடந் த நிகழ் சியில் அணியின்
சேற் றிக் கு நீ ங் கை் ேழங் கிய பங் கைிப் பு
03 To what extent were your capabilities truly
reflected during the recently held event
அண்லையில் நடந் த நிகழ் சியில் உங் கைது
திறலைகை் எந் தைவிற் கு பிரதிபலித்தது
04 To what extent did you contribute to improving
the performance of the players around you
உங் கலை சுற் றி உை் ை விலையாட்டு

வீரர்கைின் சசயல் திறலன முன்வனற் றத்திற் கு

நீ ங் கை் எந் தைவு பங் கைிப் பு லசதுை் ைீர்

05 To what extent do you think the coach was

satisfied with your performance during the
recently held event
அண்லையில் நடந் த நிகழ் சியில் உங் கை்
சசயற் பாட்டின் உங் கைது பயிற் சியாைர்
எந் தைவிற் கு திருப் தி அலடந் தார்

57
Appendix 03

Level of aggressiveness

Rate each of the following items in terms of how characteristic they are of you. Please
Read each statement carefully and indicate your response using a “X” in the
corresponding box.

Extremely Somewhat Neither Somewhat Extremely

uncharacteristi uncharacteristi uncharacteristi characteristi characteristi
c of me c of me c nor c of me c of me
அதிகைான அதிகைான characteristic ஓரைவு அதிகூடிய

விவேட விவேட of me விவேட விவேட

குணைற் ற குணைற் ற விவேட குணை் குணை் குணை்
இருக் கலாை்

அல் லது

இல் லாைல்
விடலாை்

1 2 3 4 5

Physical Aggression 1 2 3 4 5
01 Once in a while, I can’t control the urge to
attack another person.
இலடயிலடவய ைற் றேர்கலை தாக் க
வேண்டுை் என்ற உணர்லே என்னால்
கட்டுப் படுத்த முடியாது உை் ைது
02 Given enough irritation, I may hit another
person.
அதிகைாக எரிச்சல் ஏற் படுை் வபாது நான்
ைற் றேர்கலை தாக் க கூடுை்
03 If someone hits me, I hit back.
எனக் கு யாராேது அடித்தால் நான் ைாறி
அேர்கலை தாக் குகின்வறன்
04 I fight a little more than the average person.
சராசரி ைனிதர்களுடன் ஓரைவு
சண்லடயிடுகின்வறன்
05 If I have to resort to violence to protect my
rights, I will.
எனது உரிலைகலை பாதுகாப் பதற் காக
ேன்முலறலய பிரசயாகிக் க ஏற் பட்டால்
அலத நான் சசய் வேன்
06 There are people who pushed me so far that we
came to blows.

58
 சண்லடயிடக் கூடிய அைவிற் கு என்லன
தை் ைி விட்டேர்கை் இருக் கின்றார்கை்
07 I can never think of any good reason to hurt
someone.
ைற் றேர்கலை புண்படுத்துேதற் கு எனக் கு
எந் த காரணங் களுை் இல் லல
08 I have threatened people I know.
எனக் கு சதரிந் தேர்கலை நான்
அச்சுறுத்தியுை் வைன்
09 I have become so mad that I have broken
things.
நான் சபாருட்கலை உலடக் குை் அைவிற் கு
லபத்தியை் பிடித்தேன் வபால் ஆகி
இருக் கிவறன்

Verbal Aggression 1 2 3 4 5
10 I openly say when I disagree with my friend.
நான் நண்பர்கவைாடு உடன்பாடு இல் லல
என்றால் சேைிப் பலடயாகவே கூறுவேன்
11 I often disagree with people.
நான் ைக் களுடன் அடிக் கடி
ஒத்துப் வபாகாைல் இருக்கிவறன்
12 When people disturb me, I can tell them what
I think of them.
என்லன ைக் கை் இலடயூறு சசய் யுை் வபாது
அேர்கலை பற் றி நான் நிலனப் பலத
சசால் கிவறன்
13 I can’t help getting into arguments when
people disagree with me.
என்சனாடு ைக் கை் உட்படாத பட்சத்தில்
அேர்களுடன் விோதிப் பலத என்னால்
தவிர்க்க முடியாதுல் ல
14 My friends say I’m a little argumentative.
நான் விோதிக் குை் குணை் உை் ைேன் என்று
நண்பர்கை் கூறுகின்றார்கை்

Anger 1 2 3 4 5
15 I'm on fire quickly but overtake quickly.
நான் திடீர் என வகாபப் பட்டு திடீர் என

அடக் கி சகாை் வேன்

16 When I'm frustrated, I let my irritation show.

நான் விரத்தி அலடயுை் வபாது எனது

59
 எரிச்சலல காட்டுகிவறன்

17 Sometimes I feel like a volcano ready to

explode.
சில வேலைகைில் நான் சேடிக் க இருக் குை்

எரிைலல வபான்று உணர்கிவறன்

18 I am a sober person.
நான் ஒரு நிதானைானேன்

19 Some of my friends think I am a hothead.

நான் வகாபமுலடயேன் என்று எனது

நண்பர்கை் நிலனக் கின்றனர்

20 Sometimes I nervous for no good reason.

சில வநரங் கைில் எந் தக் காரணங் களுை்

இல் லாைல் நான் உணர்சசி

் ேசப் படுை்

21 I have trouble controlling my mood.

எனது உணர்வுகலை கட்டுப் படுத்துேதற் கு

நான் கே்டப் படுகின்வறன்

Hostility 1 2 3 4 5
22 Sometimes I feel jealous of others.
சில வநரங் கைில் ைற் றேர்கை் மீது எனக் கு
சபாறாலை ஏற் படுகிறது
23 Sometimes I feel like I've got a raw deal out of
life.
சில வேலைகைில் ோழ் க் லகயில் என்னால்
சில விடயங் கலை சசய் ய முடியாது என
உணர்கிவறன்
24 Other people always seem to get their breaks.
ைற் றேர்களுக் கு இலடவேலை கிலடக் கிறது
என உணர்கிவறன்
25 Sometimes I surprise why I feel so bitter about
things.
சில வநரங் கைில் ஏன் எனக் கு கசப் பான
உணர்வு ஏற் படுகிறது என ஆச்சரியை்
அலடகிவறன்
26 I know that "friends" are talking about me
behind my back.
நண்பர்கை் என்லன பற் றி புறை்
சசால் கிறார்கை் என நான் அறிகிவறன்
27 I am suspicious of overly friendly strangers.
எனக் கு அதிகைான அந் நிய நண்பர்கை்

60
 உண்டு என சந் வதகப் படுகிவறன்
28 Sometimes I feel like people are laughing at
me behind my back.
எனக் கு பின்னால் ைக் கை் சிரிக் கிறார்கை்
என்று உணர்கிவறன்
29 When people are particularly good, I surprise
what they like.
ைக் கை் நல் லேர்கைாக இருக் குை் வபாது
அேர்களுலடய விருப் பை் என்னோக
இருக் குை் என்று ஆச்சரியப் படுகின்வறன்

61