1.

1 Introduction:

Aggression is a prominent and widely researched subject across various disciplines, including
psychology, social behaviour, criminology, education, and sports sciences. It refers to a range
of behaviours that are intended to inflict harm or discomfort—either physically, verbally,
emotionally, or psychologically—on another individual, group, or even an object. The
manifestation of aggression may be overt, such as hitting or yelling, or covert, such as passive-
aggressive actions or relational manipulation. While commonly perceived in its negative form,
aggression can also be viewed as a complex, multidimensional construct influenced by
numerous biological, psychological, and sociocultural factors. [1] In a broader context,
aggression is often understood as a response to internal or external stimuli that induce
frustration, threat, or competitive stress. It may arise from environmental pressures, such as
exposure to violence, socio-economic challenges, or cultural norms that condone or reward
aggressive behaviour.[2] Personality traits such as impulsivity, low frustration tolerance, or
dominance orientation are also significant predictors of aggressive tendencies .[3]
Furthermore, aggression can be learned behaviour, shaped by repeated exposure to aggressive
models in the home, school, media, or sports settings.[4] Understanding aggression is of great
importance in numerous practical domains. In education, managing aggression is essential for
maintaining a safe and inclusive learning environment. In sports, recognizing and regulating
aggression is critical for athlete safety and ethical competition.[5] In law enforcement and
clinical psychology, understanding aggression helps in preventing violence and treating
behavioural disorders. Thus, a comprehensive understanding of aggression is vital for both
theoretical insights and applied interventions.
Aggression is behaviour aimed at opposing or attacking something or someone. Though often
done with the intent to cause harm, some might channel it into creative and practical
outlets.[6] It may occur either reactively or without provocation. In humans, aggression can be
caused by various triggers. For example, built-up frustration due to blocked goals or perceived
disrespect.[7] Human aggression can be classified into direct and indirect aggression; while the
former is characterized by physical or verbal behaviour intended to cause harm to someone,
the latter is characterized by behaviour intended to harm the social relations of an individual or
group.[8] While most people have experienced what it feels like to be around someone showing
signs of aggression, they might not know exactly what aggression is or why someone exhibits
these behaviours. In psychology, the definition of aggression is a wide range of actions and
behaviours that can result in mental, emotional, or physical harm to a person, others, or objects.
Even if it is done subconsciously or when one loses control, portraying signs of aggressive
behaviour often results in hurting another person physically or emotionally.

1.2 Sports Aggression:

Sports are often celebrated as a universal language that transcends cultural, social, and
geographical boundaries. They embody the ideals of unity, discipline, perseverance, teamwork,
and personal excellence. However, the highly competitive and emotionally charged
environment of sports also brings forth behaviours that can conflict with the foundational
principles of fair play, mutual respect, and sportsmanship. One such behaviour is aggression—
a multifaceted phenomenon that has intrigued scholars, coaches, and psychologists alike. While
aggression can sometimes serve as a performance enhancer by fuelling motivation or
increasing competitiveness, it frequently leads to detrimental consequences such as physical
injuries, rule violations, penalties, and psychological trauma for both the aggressor and the
victim.[1]
In the realm of sports psychology, sports aggression is defined as intentional behaviour
conducted within the context of a sporting activity, with the primary aim of inflicting physical
or psychological harm upon another individual. This distinguishes it clearly from assertiveness,
which refers to vigorous and forceful behaviour carried out within the established rules and
spirit of the game.[5]
Whereas assertiveness is considered a positive and often necessary trait for competitive
success, aggression—due to its harmful intent—poses significant ethical and moral concerns.
The nature and expression of aggression in sports can vary widely across different types of
sports. For example, in high-contact sports such as rugby, basketball, and ice hockey,
aggressive behaviour may be normalized or even strategically integrated into gameplay.
Coaches may sometimes tolerate, encourage, or inadvertently reinforce aggressive tendencies
as a means of intimidating opponents or establishing dominance. Conversely, in sports with
minimal physical contact—such as tennis, badminton, cricket, or table tennis—aggression may
manifest more covertly through verbal abuse, hostile body language, deceptive psychological
tactics, or gamesmanship designed to disrupt an opponent’s focus or composure. [9]
Understanding the dimensions, types, antecedents, and consequences of aggression in sports is
essential not only for academic inquiry but also for the development of practical strategies in
sports education, coaching, and athlete management. Various types of aggression—such as
hostile aggression (motivated by anger) and instrumental aggression (goal-directed without
emotional arousal)—require different interventions. Similarly, factors like frustration,
perceived injustice, crowd behaviour, competitive stress, personality traits, and social learning
from role models or media contribute significantly to the likelihood of aggressive acts.
The implications of aggression in sports extend far beyond the field of play. Repeated exposure
to or participation in aggressive conduct can desensitize individuals, normalize violent
behaviour, damage team cohesion, reduce enjoyment of the game, and even discourage youth
participation in sports. Coaches, educators, psychologists, and policymakers have a shared
responsibility to recognize these risks and implement educational programs, behavioural
interventions, ethical training, and rule enforcement measures to uphold integrity and ensure
the psychological and physical safety of all participants.
By fostering a comprehensive understanding of sports aggression, stakeholders in the athletic
community can work towards cultivating a healthier and more ethical sporting environment—
one in which competitiveness and excellence coexist with respect, discipline, and fair play.

1.3 Meaning:
Aggression is a complex behavioural phenomenon that has been interpreted and defined in
diverse ways across psychological, sociological, and biological frameworks. Broadly,
aggression refers to behaviour that is intended to cause harm or injury to another being, either
physically, psychologically, or emotionally.

1.4 Definition:
 Aggression is commonly defined as any behaviour directed toward another
individual that is carried out with the immediate intent to cause harm, where the
target is motivated to avoid such harm.[10]
 Aggression is always a consequence of frustration, and frustration always leads
to some form of aggression.[11]
 Aggression is a response that delivers noxious stimuli to another organism. [12]
1.5 Classification of Sports Aggression:

Sports
Aggression

Hostile Instrumenta Verbal Relational

Assertiveness
Aggression l Aggression Aggression Aggression

Type Characteristics Example in Sports

Driven by anger with the intent to Hitting an opponent in

Hostile Aggression
harm. retaliation.

Intent is not to harm but to gain a Committing a foul to

Instrumental Aggression
competitive advantage. stop a scoring chance.

Use of hostile language to insult Trash-talking, yelling

Verbal Aggression
or intimidate. insults.

Harms social relationships rather Isolating a teammate,

Relational Aggression
than physical harm. spreading rumours.

Legitimate forceful action within Blocking a shot aggres-

Assertiveness
the rules; no intent to harm. sively but legally.

1.6 Theoretical Frameworks of Sports Aggression:

Sports
Aggression

Frustration- Cognitive Neo

Social Learning
Aggression Instinct Theory Association
Theory
Hypothesis Theory
  Frustration-Aggression Hypothesis: This classic theory suggests that when an
athlete’s goal is blocked (e.g., losing, poor refereeing), frustration ensues, which may
trigger aggression.[11]
 Social Learning Theory: Bandura (1973) argued that aggression is learned through
observing others, especially if the behaviour is rewarded or goes unpunished. This
explains why athletes may mimic aggressive behaviour seen in professional sports or
media.[4]
 Instinct Theory: Proposed by Freud and supported by Lorenz, this theory holds that
aggression is an innate drive, similar to hunger, that needs to be released periodically
through catharsis (e.g., through sports).[13]
 Cognitive Neo Association Theory: According to Berkowitz (1993), negative
emotions like pain or discomfort can trigger aggressive thoughts, which, in a
competitive setting, can quickly escalate into aggressive actions.[2]

1.7 Factors Contributing to Aggression in Sports:

 Personal Factors:
 Personality traits such as competitiveness, low agreeableness, and high
neuroticism increase aggression.
 Gender: Males generally exhibit more physical aggression, while females show
more verbal or relational forms.[14]
 Situational Factors:
 Intense rivalries
 Home vs. away games
 High-stakes matches
 Poor officiating decisions.[15]
 Social and Cultural Norms:
 Some teams, coaches, or countries promote aggression as a symbol of strength
or masculinity.
 Cultural tolerance for aggressive behaviour influences how aggression is
expressed.[16]
 Environmental Factors:
 Noise from spectators
 Temperature and climate
  Media influence
 Alcohol or drug use among players or spectators.[17]

1.8 Aggression in Basketball:

Aggression in basketball is a significant psychological and behavioural component that
influences both individual and team performance. Given the fast-paced, high-contact,
and emotionally charged nature of the game, players often experience situations that
provoke aggressive behaviour. While some level of assertiveness is essential for
competitive success, unchecked aggression can lead to fouls, penalties, conflicts, and
psychological distress.
Basketball is a sport characterized by quick decision-making, physical proximity, and
continuous interaction between opponents. These dynamics create fertile ground for
emotional arousal, competitiveness, and at times, frustration, all of which are known
triggers of aggressive behaviour.[18] Aggression in basketball can manifest in several
forms: physical aggression (e.g., pushing, elbowing), verbal aggression (e.g., taunting,
swearing), or symbolic aggression (e.g., aggressive gestures or celebrations).

 Causes of Aggression in Basketball:

Several psychological, situational, and social factors contribute to aggression in
basketball:
 Frustration: Missing an important shot, being fouled unfairly, or disagreeing
with a referee's decision may cause frustration, which can lead to aggression,
consistent with the Frustration-Aggression Hypothesis. [15]
 Crowd Influence: The presence of a cheering or hostile audience can amplify
players' emotional arousal, leading to aggressive conduct. [19]
 Rivalries and High-Stakes Games: Tense situations, such as playoff matches
or longstanding team rivalries, can escalate the likelihood of aggressive
outbursts.[5]
 Modelling and Social Learning: Athletes often mimic the aggressive
behaviours of professional players, coaches, or teammates, particularly when
such behaviours are rewarded or go unpunished.[4]
  Consequences of Aggression in Basketball:
Unchecked aggression can have both short-term and long-term consequences for
athletes and teams:
 Performance Impairment: Aggressive players are more likely to commit fouls
or be penalized, which negatively affects individual and team outcomes. [20]
 Injury Risk: Physical aggression increases the risk of injury to both the
aggressor and the recipient, leading to decreased availability of key players.
 Psychological Effects: Aggression can lead to emotional instability, reduced
focus, and conflict within the team, thereby lowering morale.[20]
 Reputation and Sportsmanship: Aggressive behaviour damages an athlete’s
or team’s public image, undermining the ethical values of sportsmanship.

 Controlling Aggression in Basketball:

Effective strategies to control aggression in basketball include:
 Coaching Interventions: Coaches play a critical role in setting behavioural
expectations and modelling self-control. Positive reinforcement for
sportsmanship and communication can reduce aggressive tendencies. [21]
 Psychological Skills Training: Techniques such as cognitive restructuring,
self-talk, relaxation, and goal setting help athletes manage their emotional
responses.[22]
 Strict Rule Enforcement: Officials should apply rules consistently to deter
aggressive behaviour. The use of video replay and technical fouls helps hold
players accountable.
 Team Culture and Education: Promoting a culture of respect, empathy, and
emotional regulation during practice and team meetings fosters long-term
behavioural change.

1.9 Impact of Aggression in Basketball:

Aggression plays a dual role in the sport of basketball, acting as both a motivator and a
disruptor, depending on its intensity and context. Controlled or instrumental
aggression—such as assertive defence, physical dominance in rebounding, or
aggressive drives to the basket—can enhance player performance and team
competitiveness. It reflects emotional intensity, confidence, and commitment to
 winning, often intimidating opponents and energizing teammates. However, when
aggression crosses the threshold into hostile or reactive aggression, it becomes
detrimental to both the individual and the team. Excessive aggression can result in
personal fouls, technical fouls, ejections, and suspensions, ultimately costing the team
points and momentum. Moreover, aggressive outbursts may damage team chemistry,
reduce communication, and cause friction among players and coaches. Psychologically,
heightened aggression may impair cognitive focus, leading to impulsive decisions, poor
shot selection, and turnovers. In youth and amateur basketball, unchecked aggression
can model negative behaviour, increase injury risk, and diminish sportsmanship and
enjoyment. Additionally, referees' subjective interpretations of aggressive behaviour
can influence game outcomes, fostering a sense of injustice or frustration. Therefore,
while a degree of aggression is essential for competitive play, it must be carefully
managed through emotional regulation, coaching strategies, and sportsmanship
education. Balancing intensity with control ensures that aggression serves as a positive
performance driver rather than a destructive force within the game.

1.10 Aggression in Volleyball:

Aggression in volleyball is a critical topic in the study of sports psychology, particularly
due to the sport’s dynamic, fast-paced, and highly competitive nature. Although
volleyball is classified as a non-contact sport, aggression can still manifest through
verbal behaviour, emotional intensity, competitive spirit, and psychological
confrontation. Understanding the nature, causes, and consequences of aggression in
volleyball helps athletes, coaches, and sports psychologists foster a healthier and more
productive competitive environment. Volleyball, by its rules, minimizes direct physical
contact between players. However, aggression in volleyball tends to be more symbolic
and verbal than physical. Athletes may exhibit instrumental aggression, such as a
powerful spike aimed at the opponent’s weak spot, or hostile aggression, such as trash-
talking or emotional outbursts after errors or disputes.[20] Displays such as staring down
opponents, shouting after a successful play, or arguing with referees are common
indicators of emotional arousal and competitive aggression in volleyball.
Unlike contact sports like basketball or football, where aggression is often overt and
physical, volleyball players channel their aggression into high-intensity efforts, quick
 reflexes, and team motivation. In this way, aggression can act as a performance
enhancer when managed properly.[5]

 Causes of Aggression in Volleyball:

Several psychological and environmental factors contribute to the development of
aggression in volleyball players:
 Frustration: Missed serves, unforced errors, or unfair calls by referees often
trigger frustration, leading to aggressive expressions.[11]
 Crowd and Environment: A cheering or hostile crowd can act as a situational
trigger, influencing players to display heightened aggression to impress or
retaliate.[19]
 Competition Pressure: High-stakes matches increase stress and arousal,
creating conditions for aggressive behaviour, particularly when the match is
close or when rivalries exist.[18]
 Modelling and Social Learning: Players often learn aggressive reactions from
coaches, senior athletes, or professional role models, especially when these
behaviours are rewarded.[4]

 Consequences of Aggression in Volleyball:

Unchecked aggression can have negative consequences for both individual athletes and
teams:
 Performance Impairment: Aggression can lead to loss of concentration,
rushed decisions, and errors under pressure.[15]
 Team Conflict: Verbal and relational aggression can damage team cohesion,
lower morale, and affect interpersonal relationships.
 Penalty and Ejection: Hostile behaviour toward referees or players can lead to
warnings, yellow/red cards, or match suspensions, ultimately harming team
outcomes.
 Emotional Burnout: Chronic aggression is associated with stress, anxiety, and
burnout, especially in young or amateur athletes.[23]

 Controlling Aggression in Volleyball:

Effective strategies to control aggression in basketball include:
  Coaching Interventions: Coaches must model sportsmanship, reinforce
positive behaviour, and discourage aggression through discipline and
reinforcement strategies.[21]
 Mental Skills Training: Techniques such as deep breathing, self-talk,
visualization, and emotional regulation help athletes stay composed.[22]
 Team Building and Communication: Encouraging open dialogue, mutual
respect, and empathy among team members can reduce relational aggression.
 Rule Enforcement: Officials and referees must enforce anti-aggression rules
consistently to prevent escalation and ensure fair play.

1.11 Impact of Aggression on Volleyball:

In volleyball, aggression plays a more nuanced role compared to contact sports,
influencing both individual performance and team dynamics. Because volleyball is a
non-contact sport, aggression typically manifests through intense physical actions like
powerful spikes, aggressive serves, and quick blocks, as well as verbal expressions such
as cheering, commanding communication, or confrontation with officials. When
channelled constructively, aggression can enhance confidence, assertiveness, and
competitive energy, which are critical in high-pressure matches. This form of
instrumental aggression can help players take control of the tempo, intimidate the
opposing team, and motivate teammates. However, when aggression becomes hostile
or emotionally driven, it can disrupt team cohesion, communication, and focus.
Outbursts toward referees, opponents, or teammates can result in yellow or red cards,
damaging the team's rhythm and morale. Especially in coeducational or youth settings,
unchecked aggression may lead to relational aggression, such as exclusion or passive
hostility, which harms interpersonal trust. Psychological consequences include
performance anxiety, mental fatigue, and decreased enjoyment of the game.
Furthermore, aggressive players may become predictable and take unnecessary risks,
compromising tactical strategy. Therefore, it is vital for coaches and athletes to foster
emotional intelligence, team support, and self-control to ensure that aggression
enhances rather than hinders performance. Proper management transforms aggression
into a productive force, allowing athletes to compete intensely while maintaining the
integrity and spirit of the game.
References

1. Anderson, C. A., & Bushman, B. J. (2002). Human aggression. Annual Review of

Psychology, 53, 27–51.
2. (Berkowitz, L. (1993). Aggression: Its Causes, Consequences, and Control. McGraw-
Hill.)
3. Bushman, B. J., & Huesmann, L. R. (2010). Aggression. In S. T. Fiske, D. T. Gilbert,
& G. Lindzey (Eds.), Handbook of Social Psychology (5th ed., pp. 833–863). John
Wiley & Sons.
4. Bandura, A. (1973). Aggression: A Social Learning Analysis. Englewood Cliffs, NJ:
Prentice-Hall.
5. Tenenbaum, G., Stewart, E., Singer, R. N., & Duda, J. (1997). Aggression and violence
in sport: An ISSP position stand. The Sport Psychologist, 11(1), 1–7.
6. Maremma I., Avella M.T., Novi M., Bacardi S., Maremma A.G.I. Aggressive Behaviour
and Substance Use Disorder: The Heroin Use Disorder as a Case Study. Addict.
Discord. Treat. 2020;19(3):161-173. doi:10.1097/ADT.0000000000000199).
7. DeBono, Amber; Muraven, Mark (1 November 2014). "Rejection perceptions: feeling
disrespected leads to greater aggression than feeling disliked". Journal of Experimental
Social Psychology. 55: 43–52. doi:10.1016/[Link].2014.05.014. ISSN 0022-1031.
8. De Almeida, Rosa Maria Martins; Cabral, João Carlos Centurion; Narvaes, Rodrigo
(2015). "Behavioural, hormonal and neurobiological mechanisms of aggressive
behaviour in human and nonhuman primates". Physiology & Behaviour. 143: 12135.
doi:10.1016/[Link].2015.02.053. PMID 25749197. S2CID 27711931.
9. Weinberg, R. S., & Gould, D. (2011). Foundations of Sport and Exercise Psychology.
Human Kinetics.
10. Baron, R. A., & Richardson, D. R. (1994). Human Aggression (2nd ed.). New York:
Plenum Press..
11. Dollard, J., Doob, L. W., Miller, N. E., Mowrer, O. H., & Sears, R. R. (1939). Frustration
and Aggression. New Haven: Yale University Press.
12. Buss (1961) Buss, A. H. (1961). The Psychology of Aggression. New York: Wiley.
13. Lorenz, K. (1966). On Aggression. Methuen..
14. Archer, J. (2004). Sex differences in aggression. Review of General Psychology, 8(4),
291–322.
15. Maxwell, J. P., & Moores, E. (2007). Aggression in sport. International Journal of Sport
Psychology, 38(2), 135–150.
16. Smith, M. D., & Stewart, B. (2003). Violence and aggression in sport. European
Physical Education Review, 9(3), 255–276.
17. Young, K. (2000). Sport and Violence. Elsevier Science.
18. Maxwell, J. P. (2004). Anger rumination: An antecedent of athlete aggression?
Psychology of Sport and Exercise, 5(3), 279–289.
19. Silva, J. M. (1980). Understanding aggressive behaviour in sport. Journal of Sport
Psychology, 2(1), 103–110.
20. Gill, D. L. (1994). Psychological Dynamics of Sport and Exercise. Human Kinetics.
21. Jowett, S., & Cockerill, I. M. (2003). Olympic medallists’ perspective of the athlete–
coach relationship. Psychology of Sport and Exercise, 4(4), 313–331.
22. Vealey, R. S. (2005). Coaching for the Inner Edge. Morgantown, WV: Fitness
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Sport Psychology, 8(1), 36–50.
2.1 Introduction:
This applies to each individual study conducted in this area of research. Reviewing the
available literature is an important aspect of any research activity. A review is an evaluation of
the results of previous research in a specific area and is based on validation of existing research
methods. The main objective of a literature review is to understand the research activities
carried out in a particular field from a general point of view and the studies included in it from
a specific point of view. The aim of this study was to do a comparative study on the aggression
of college level basketball and volleyball players and all available literature was reviewed. The
many contributions from researchers have resulted in numerous studies of varying shapes and
sizes, as well as important guidelines for research in this area. Literature reviews include only
summaries of primary sources, but are usually followed by a synthesis or brief summary and
often combine two specific types of concepts. This report includes and presents reviews of
research publications from across the decade.

2.2 Characteristics of Review of Related Literature:

1. The intellectual progress of the field is traced along with the major debates.
2. Usually, in the conclusion of a literature review, it is identified how a problem has been
researched to date and where there are shortcomings.
3. Make interpretations combining the new with the old or giving new interpretations of
old material,
4. Sources are evaluated based on the situation and relevant research or advice is given on
what is most relevant to the reader.
2.3 Review of Related Literature:
 Wodiyar, K., & Others (2024)1 “Analysing the Influence of Anxiety and Aggression
on the Performance of Volleyball Players”, Anxiety and aggression are critical
psychological factors influencing athletic performance, particularly in high-intensity,
fast-paced sports like volleyball, where players must demonstrate quick decision-
making, precision, and resilience under pressure; this study aims to analyse the
relationship between competitive state anxiety, sports aggression, and performance
outcomes among university-level volleyball players by utilizing validated
psychological inventories to assess cognitive anxiety, somatic anxiety, and self-
confidence, as well as instrumental and hostile aggression in a sample of male and
female athletes aged 17–21, with findings indicating that moderate levels of anxiety
positively correlate with enhanced focus, reaction time, and strategic play, while
excessive anxiety impairs concentration, increases muscle tension, and disrupts
coordination, ultimately hindering performance, whereas instrumental aggression,
characterized by controlled assertiveness, serves as a performance enhancer by
increasing competitive drive and tactical assertiveness, but hostile aggression, driven
by emotional impulsivity, leads to poor decision- making, penalties, and reduced team
cohesion, highlighting the need for structured psychological conditioning programs
incorporating stress management techniques, cognitive-behavioural strategies, and
controlled aggression training to optimize mental resilience and competitive efficiency,
with implications for coaches, sports psychologists, and athletes in developing
personalized intervention strategies that maximize performance potential while
mitigating the negative impacts of anxiety and aggression in competitive volleyball.

 Kumar, Sanjeev & Others (2024)2 “Aggression Patterns in Female Athletes: A

Comparative Study between Basketball and Volleyball Players”, Aggression in sports
can significantly impact athletic performance, with both positive and negative effects.
While often viewed negatively, some sport psychologists suggest aggression can
enhance performance. In team sports, aggression patterns may vary based on the nature
of the game, potentially influencing player behaviour and interactions. This study aimed
to investigate and compare aggression patterns between female basketball and
volleyball players, focusing on various dimensions of aggressive behaviour. Thirty
female athletes (15 basketball players, 15 volleyball players) aged 18-25 years,
 competing at least at the district level, were assessed using the Buss-Perry Aggression
Questionnaire. The questionnaire measured four sub-scales: Physical Aggression,
Verbal Aggression, Anger, and Hostility. Data were analysed using descriptive statistics
and independent t-tests. Basketball players exhibited significantly higher levels of
physical aggression (p=0.008), hostility (p=0.017), and also overall aggression
(p<0.05) compared to Volleyball Players. Differences in verbal aggression and anger
were not statistically significant, although basketball players showed slightly higher
mean scores in these dimensions.

 Patgar, Vinayak and Mudibasangoudar, Vinod C. (2023)3 “A Comparative Study on

Aggression among Volleyball and Basketball Players” A Comparative study on
Aggression among Volleyball and Basketball Players of the present study is to compare
the Aggression among Volleyball and Basketball players. For the study 30 players of
intercollegiate men and women Volleyball and Basketball players and their age ranged
between 18 to 27 years. The data collected from subject of Aggression (Inventory)
questionnaires. The objectives and hypotheses by using descriptive statistics,
differential analysis including independent t-test by using SPSS XXI statistical
software.

 George, Tins & S., Hiran Mohan (2022)4 “Stress and Aggression among Handball
and Basketball Players”, The aim of this study was to determine the difference of
aggression and stress among the selected Handball and Basketball players. Also, the
study aimed to find the relationship between the stress and aggression among Handball
and Basketball Players. Hundred participants (50 men Handball players and 50 men
Basketball players) who participated in the intercollegiate championships of University
of Calicut during the year 2021 with age ranging from 18 to 25 year were selected for
the study. Independent t test was used to determine the difference of stress and
Aggression among Handball and Basketball Players. Handball Players exhibited higher
Stress than the Basketball Players (Mean and SD of Handball players was 48.50 & 1.31
and Mean of Basketball Players was 43.52 & 2.72). Handball players exhibited higher
aggression than the basketball players (Mean and SD of Handball players was 12.88 &
3.66and Mean and SD of Basketball players was 10.88 & 2.68). Pearson Product
Moment correlation was used to determine the relationship of stress and aggression
 among Handball and Basketball players. There was a significant relationship between
stress and aggression among the Handball and Basketball Players.

 Sharma M. & Kanojia Rahul, (2022)5 “A Comparative Study of Anxiety and

Aggression Level between University and National Level Volleyball Players”, The
socio‐psychological variables play an important role in prompting sportsmen to unveil
best performance during competition. Competitive sports demand physical mental and
emotional toughness. The aim of the study is to compare the anxiety and aggression
level between university and national level volleyball players. For the purpose of the
present study 12 subjects Age ranges in between 19-25 years were selected out of which
06 were university players and 06 were national players were randomly selected on the
performance basis. Anxiety and aggression were measured through Sports Competition
Anxiety Test (Martens, R 1977) and Buss Perry Aggression Questionnaire (BPAQ,
1992) respectively. Independent t-test were employed for measuring the anxiety and
aggression. The statistical results of the study revealed that there is no difference
between aggression and anxiety levels of national and inter university players.

 Kousar, Rehana and Others (2020)6 “Impact of Aggression on the Sports

Performance of Volleyball Female Players (A Case Study of District Sargodha)”, This
study was concentrated on the impact of aggression on the sports performance of volley
ball female players. A descriptive survey research method with cross sectional approach
was adopted for the study in hand. 52 Volleyball female players their age 16 to 22 years
were selected as sample using Stratified sample technique. Two types of questionnaire
aggression and performance scale were used to for the data collection and to measure
the aggression level the aggression inventory was administered, similarly to measure
the self-rating of athletic performance was administered. There was significant
difference was observed between volleyball with respect to Aggression scores (t=2.76,
p>0.05) at 05% level of significance. Aggression and aggressive behaviour same time
out of the ethical realm of sports. The results showed that volleyball female players had
higher level of aggression. The study in hand showed the link between aggression and
sports performance volleyball female players is that positive winning and reinforcement
the match has a good impact on the performance of volleyball female players.
 Trajković, N., Pajek, D., Sporiš, G., & Bogataj, Š. (2020)7 “Reducing Aggression
and Improving Physical Fitness in Adolescents Through an After-School Volleyball
Program” This study aimed to determine the effects of an after-school volleyball
program on aggression and physical fitness in 14-16 years old students. One hundred
and seven participants were randomized to a small-sided volleyball (SSV) training
group or a control group (CON). The SSV group completed 8 months of small-sided
volleyball training twice a week after school in addition to the regular physical
education classes. Yo-Yo Intermittent Recovery Level 1 test (YYIRT1), medicine ball
throw (MED), vertical jump (VJ), and Buss and Perry's aggression questionnaire were
evaluated before and after 8 months of training. Results revealed a significant
interaction effect (group × time) in total sample for physical aggression [F(1, 105) =
17.688; p < 0.001], verbal aggression [F(1, 105) = 4.973; p = 0.028], anger [F(1, 105)
= 7.662; p = 0.007], medicine ball throw [F(1, 105) = 36.143; p < 0.001], and YYIRT1
[F(1, 105) = 12.508; p = 0.001]. After-school small-sided volleyball for adolescents
was accompanied by a significant decrease in aggression compared to physical
education classes only. Additionally, adolescents from SSV group showed better results
in physical fitness compared to the control group. Our findings significantly contribute
to the understanding of possible mechanisms for reducing adolescents' aggression,
which include enjoyment, motivation, and self-control through sport intervention.

 Verma, Shipra (2020)8 “A Comparative Study of Aggression between Male Inter

University Level Volleyball and Basketball Players” Aggression is a key factor in
sports, influencing performance both during and after competitions. This study aimed
to compare the aggression levels of volleyball and basketball players. A total of 60 male
athletes, with 30 participants from each sport, were randomly chosen from the
University of Delhi, all of whom had competed in inter-college tournaments. The Buss
and Perry (1992) aggression questionnaire was employed to assess their aggression
levels. Following data collection, a "t" test was conducted with a significance level set
at 0.05. The findings indicated a statistically significant difference (p<0.05), revealing
that basketball players exhibited higher levels of aggression compared to volleyball
players.
 Sevi, R., Muthuraj, M., & Palanisamy, K. (2019)9 “Analysis of Sports Anxiety and
Aggression among Volleyball and Basketball Players” The aim of this study was to
analysis of sports anxiety and aggression among volleyball and basketball players. One
hundred players selected randomly for the collection of data. Players were selected from
the intercollegiate competitions. Selected participants were classified into two
categories volleyball (n= 50) and basketball (n= 50) players, between the ages of 18 to
23 years. The collected data were analysed by the statistical treatment’s "T" test. The
result showed that there was a significant difference between Volleyball and Basketball
players on sports anxiety and aggression.

 Bhagat, Upma (2018)10 “Aggression between Football and Basketball Players: A

Cross-Sectional Analysis”, The researcher investigates the level of Aggression between
Football and Basketball Players. For this study total 56 female Football and Basketball
players (28 each game) selected from Punjabi University, Patiala. Who had participated
in Inter College tournament was selected randomly as the subjects for the study. For
measure the aggression Buss, A. H. and Perry M. P., 1992 questionnaire was used for
the current study. After the data collection t test was applied and 0.05 percent level of
significance set. The results of the study found the statistically significant, at (P˂.05)
.05 level of significance. On the bases of these results, we can say that Basketball
players are more Aggressive as compare the Football players.

 Singh, Amarjeet (2018)11 “A Comparative Study of Sports Aggression between Male

and Female Inter-Collegiate Handball Players of Guru Nanak Dev University
Amritsar”, The purpose of the present study was to compare the divergence of sports
aggression between male and female inter-collegiate Handball players of Punjab. 60
Handball players (male = 30, female = 30) who have participated in the inter-collegiate
Handball tournament held under the Guru Nanak Dev University were randomly
selected as the subjects. The age of the subjects ranged from 17 to 25 years. The
objectives of the study: to find out their level of sports aggression, Sports Aggression
Inventory (SAI) developed by Shrivastava & Shukla (1988) was administered on the
subjects. t- test was used to analyse the data. Results of the study revealed insignificant
difference between male and female inter-collegiate Handball players of Guru Nanak
Dev University with stare to aggression.
 Singh, T. (2017)12 “Comparative Study of Aggression between Basketball and
Volleyball Players”, Sixty male interuniversity basketball (N1=30) and volleyball
(N2=30) players from Punjabi university Patiala, Punjab, India were selected as the
subjects for the study. The subjects were represented North zone Inter-varsity
competition and all India inter-varsity championship in their respective sports and age
ranging from 18 to 24 years. These subjects were selected in terms of purposive sample
from respective games. The sport aggression inventory (SAI) standardized by Mr.
Anand Kumar and Mr. Prem Shankar Shukla (1998) was used for this study. It was
hypothesized that there would be significant difference between basketball and
volleyball players on the degree of aggression. The independent ‘t’ test was used to
compare the degree of aggression between basketball and volleyball players. The level
of significance for testing the hypothesis was set at 0.05 level of
confidence. Findings: The mean and standard deviation of the score of basketball
players was 14.5 and 1.19 respectively whereas the mean and standard deviation of the
score of volleyball players was 11.06 and 1.33 respectively. The calculated t- value
was 10.48 which showed significant difference between basketball and volleyball
players on the degree of aggression. (tcal=10.48 >ttab=2.009). The aggression level of
basketball players was found to be higher than the volleyball players. The t-value
required to be significant for 58 degree of freedom was 2.009 at 0.05 level of
confidence.

 Khan, Gulbahar (2017)13 “Comparative Study of The Anxiety and Aggression among
District Level, State Level and National Level Female Volleyball Players”, The purpose
of this study was to compare the anxiety and aggression among district level, state level
and National level Female Volleyball players. For the purpose of this study two hundred
fifty and twenty different levels of Volleyball players were selected as subjects. The
subjects were of three levels i.e. district level, state level and national level. Equal
numbers of subjects were randomly selected for this study. For each level seventy-five
male Volleyball players were selected. The ages of the subjects were between seventeen
and twenty-five years. On the basis of available literature and discussion with experts
following variables were selected for the purpose of this study: Anxiety and Aggression.
Aggression was measured by using Sports Aggression Inventory, developed by Anand
Kumar and Prem Shankar Shukla. For the assessment of Sports Competition Anxiety
 questionnaire developed by Reiner Martin was used. The data collected were analysed
with the help of Analysis of Variance (ANOVA) at 0.05 level of significance. There was
no significant difference among different levels of Volleyball players in relation to
aggression because the calculated value of Tab. F .05 (2,222) = 1.114was lower than
the tabulated value of Tab. F .05 (2,222) = 3.04. There was no significant difference
among different levels of volleyball players in relation to Anxiety as obtained F-ratio
1.16 was lower than the tabulated value of Tab. F .05 (2,222) = 3.04. There was no
significant difference among different levels of volleyball players in relation to Anxiety.
There was no significant difference among different levels of Volleyball players in
relation to aggression.

 Kumar, Vinod & Chohan, G.S., (2016)14 “A Comparative Study of Anxiety and
Aggression between Rural and Urban Players of Udaipur Division”, In view of the
objective of the present study the investigator collected the data from rural and urban
(team and individual game) players from different colleges affiliated to Mohanlal
Sukhadia university Udaipur (Raj.). The total sample 300 team and individual game
players. The sample to be collected equally on gender basis, residential background and
type of family of the players. The Some variable on AGGRESSION and Anxiety show
in No significant difference between Rural and Urban (Male & Female) players of
Udaipur division and The Some variable on AGGRESSION and Anxiety show in
significant difference between Rural and Urban (Male & Female) players of Udaipur
division.

 James, L. P., Haff, G. G., Kelly, V. G., & Beckman, E. M. (2016)15 “Aggression and
Sport: A Cross-Sectional Study on Behavioural Tendencies of Athletes” Sports
Medicine, this cross-sectional study aimed to measure aggression in a more
heterogeneous population of athletes, with the purpose of determining whether some
specific conditions are related to aggressive behaviour. Athletes of 18-64 years old were
enrolled in the study. The Italian version of Buss Perry Aggression Questionnaire
(BPAQ) was self-administered. A total of 390 questionnaires were collected. Males
showed higher levels of physical aggression (19.58 ± 6.32) than females (15.69 ± 6.65),
p < 0.001 and a significant reduction in all domains of the questionnaire with advancing
age, except for physical aggression. Furthermore, subjects who practiced full contact
 sports showed higher levels of physical aggression (20.23 ± 6.68) than those who
practiced partial contact (17.89 ± 5.86) or non-contact sports (17.19 ± 6.64) p < 0.006.
Finally, those who have played competitively in the past showed lower levels of anger
(14.95 ± 5.22) than those who have played amateurishly (16.05 ± 5.54), p < 0.05. Age
and gender appeared to be significant in aggression scores. Martial artists and combat
sports players showed significantly higher levels of physical aggression than those who
practice partial contact or non-contact sports. The type of sport (individual or team
players), the practice time (beginners or experts) and the current level of sport (amateurs
or competitive players) did not affect the aggression scores. Instead, the past level of
sport participation is correlated with current anger.

 Khan, Z., Ali, A., & Ahmed, N., (2015)16 “Aggression and Mental Toughness among
Indian universities Basketball Players: A Comparative Study”, The purpose of this
study was to compare the aggression and mental toughness of men and women
basketball players of all India intervarsity. One hundred (50 men & 50 women)
basketball players were randomly selected as the subjects. Aggression inventory
constructed and standardized by Srivastava (1984), and Mental toughness questionnaire
prepared by Goldberg (1995) was used to collect players responses on aggression and
mental toughness, respectively. The data were analysed by applying descriptive statistic
i.e. mean, standard deviation and t-test. The significance level was set at 0.05. The
findings of the study showed that there is no substantial significant difference in mental
toughness and aggression between men and women all India universities basketball
players.

 Mohan, K. and Rameshkumar, S. (2015)17 “Analysis of Aggression among South

Zone Inter University, Handball, Volleyball and Basketball Players of Men in Different
States”, The purpose of the study was to analyse the aggression among south zone
interuniversity Handball, Volleyball and Basketball players of men in different states
such as Tamil Nadu, Kerala, Karnataka and Andhra Pradesh in India. To achieve the
purpose of the study, 408 subjects (140 players from each game and 35 players each
state) were selected randomly as subjects. The age of the subjects was ranged from 18
to 25. The data was collected during south zone inter-university tournament in the year
2014-2015. The questionnaire technique was used to collect relevant data Smith
questionnaire was used in this study. The static group comparison design was used for
 this study. The collected data from the two factors, namely, game and state were
statistically analysed by using two-way (3x4) factorial Analysis of Variance (ANOVA).
Hence, whenever obtained F-ratio for interaction effect was found to be significant, the
simple effect test was used as a follow up test. Whenever obtained ‘F’ ratio value in the
simple effect test was significant for rows and columns, the Scheffe’s test was applied
as post hoc test to determine the paired mean differences, if any. In all the cases, 0.05
level of significance was fixed which was considered to be appropriate. The result of
the study that there was a significant difference among Handball, Volleyball and
Basketball as well as among four states such as Tamil Nadu, Kerala, Karnataka and
Andhra Pradesh on aggression. In aggression Basketball players were found better than
the Handball and Volleyball players in Tamil Nadu. Volleyball players were found better
than the Handball and Basketball players in Kerala. Handball players were found better
than the Volleyball and Basketball players in Karnataka. Karnataka were performed
better than the Kerala and Andhra Pradesh Handball players. Kerala Volleyball players
were performed better than the Karnataka, Andhra Pradesh and Tamil Nadu. Tamil
Nadu Basketball players were good when compared to the Kerala, Andhra Pradesh and
Karnataka players.

 Trivedi, Rahul and Pinto Elroy (2015)18 “A Comparative Study of Aggression

between Contact Game and Non-contact Game players of Maharashtra”, The purpose
of this study was to compare the Aggression between Contact Game and Non-Contact
Game players. For the purpose of this study a total of 80 subjects (N=80) were chosen
out of which 40 were from Contact Game (n=40) and 40 were from Non-Contact Game
(n=40). The subjects were chosen using Quota sampling technique. Aggression was
measured using Buss-Perry Aggression Questionnaire (BAQ) (1992) which consisted
of twenty-nine questions measuring four attributes namely physical aggression, verbal
aggression, hostility, and anger. Independent sample ‘t’ test was used to compare the
Aggression between Contact Game and Non-Contact Game players. The results showed
that there is a significant difference in Aggression between Contact Game and Non-
Contact Game players wherein Contact game players possessed a higher level of
Aggression than Non-Contact Game players. The higher level of Aggression can be
attributed to the high amount of contact that occurs in contact games.
 Yadav, Sarita & Sisodiya, Aman Singh, (2014)19 “Aggression Comparative Study of
Competitive Sports Between Men and Women Basketball Players”, The purpose of the
study was to evaluate the sports aggression between basketball players during the
competition and also to investigate any possible differences between men and women
players. Struggle for supremacy, dominance and excellence in sports obviously involve
aggression. The sample of the study consisted of 100 basketball players (50 men and
50 women), who participated in the inter-collegiate and inter-university tournaments.
The age range of samples was between 18 to 25 years. Aggression has been assessed
using Smith’s Aggressive Questionnaire Test. The ‘t’ test was used to compare the
groups and for testing significance of the values (t=0.05), for men and women
basketball players. The result of study shows that there was a significant difference (‘t’
ratio) of aggression between men and women inter collegiate basketball players.

 Kumar, Avadhesh and Yadav, Ramesh Chand (2014)20 “A Comparative Study on

Aggression between Cricket and Volleyball Players”, The purpose of the study was to
compare the degree of aggression between intercollegiate level cricket and volleyball
players. Sixty male cricketers (N=30) and volleyball (N=30) players from the different
colleges who was affiliated to CSJM University, subjects had represented in the
intercollegiate tournament conducted by CSJM University, Kanpur (U.P.) and CCSPG
College, Heonra (U.P.) in the academic year 2012-13. Subjects were selected were
randomly for the purpose of the study. The age of the subjects was ranging 18 to 25
years. Criterion measure chosen to test the hypothesis was the scores obtained in Sports
Aggression Inventory by Anand Kumar and Prem Sankar Shukla. For the purpose of
analysis of data ‘t’ test was employed to compare the degree of aggression between
cricket players and volleyball players. The result of the study shows that the significant
difference between the mean of the cricket and volleyball players on the scores of
aggressions since the obtained value of ‘t’ (2.13) was higher than the tabulated value of
‘t’ (2.01) at 0.05 which was required to be significant at (58) degree of freedom with
0.05 level of significance.

 Singh, Gurdeep, Bhowmik, A.K. and Singh, Vivek Kumar (2013)21 “Comparison of
sports aggression between Basketball and Volleyball female players of Lucknow
university.” Basketball and volleyball female players of Lucknow university. Method:
for the purpose of the study, 40 female players (20 selected from basketball and 20
 selected from Volleyball players) were randomly selected from Lucknow University as
the subject of the study. The variable selected for the purpose of this study was. Sports
aggression inventory. Sport aggression inventory was assessed by the total scores in
sport aggression inventory questionnaire constructed and standardized by Prof. Anand
Kumar Srivastava & Prem Shankar Shukla. With the help of the questionnaire related
to Sport Aggression Inventory as a Psychological variable necessary data were
collected. Data were collected with regard to sports aggression variable from 40 Female
players in Lucknow university held at Lucknow. The data was analysed by applying
Descriptive Statistic i.e. mean, standard Deviation and independent Sample t-test. The
level of significance was set at 0.05. Result: The findings of the study related that
insignificant different between basketball and volleyball players Lucknow university,
in sports aggression at .05 level of significance. Conclusions: On the basis of the
findings of the study, the following conclusion are drawn: In signification different was
found between basketball and volleyball Female players in relation to sports aggression.
Basketball players have high sports aggression in comparison to volleyball players
because due to the aggressive and contractual nature of game it is more prominent in
basketball players in comparison to volleyball players.

 Tomar, Rakesh and Singh, Rahul (2012)22 “Aggression in Athletics: A Comparative

Study” By nature human beings are competitive and ambitious for the excellence in all
athletic performances. Not only every man but every nation wants to show their
supremacy by challenging the other nation. Thus, these challenges stimulate, inspires
and motivates all the nations to sweat and strive to run faster, jump higher, throw further
in present competitive sports world. Aggression has long been a part of the sports
domain. Outside of wartime, sport is perhaps the only setting in which acts of
interpersonal aggression are not only tolerated but enthusiastically applauded by large
segment of society. In fact, Lorenz advocates that sport ought to be substitute for war.
In other words, because all competitive sports situations hold some degree of hostility
between opponents, participants in them allows aggression to be dissipated in an
acceptable manner.
References

1. Wodiyar, K., & Others (2024) Analyzing the Influence of Anxiety and Aggression on the
Performance of Volleyball Players. International Journal of Scientific Research in
Humanities and Social Sciences. [Link]
2. Kumar, Sanjeev & Others (2024), Aggression Patterns in Female Athletes: A
Comparative Study between Basketball and Volleyball Players, International Journal of
Research Publication and Reviews, Vol 5, no 10, pp 2104-2108 October 2024.
3. Patgar, Vinayak and Mudibasangoudar, Vinod C., (2023) “A Comparative Study on
Aggression among Volleyball and Basketball Players” Multidisciplinary Approach in
Arts, Science & Commerce (Volume-4) ISBN: 978-81-962702-4-7.
4. George, Tins & S., Hiran Mohan (2022) “Stress and Aggression among Handball and
Basketball Players”, International Journal of Physical Education, Sports and Health
2022; 9(1): 358-360, P-ISSN: 2394-1685 E-ISSN: 2394-1693.
5. Sharma M. & Kanojia Rahul, (2022) “A Comparative Study of Anxiety and Aggression
Level between University and National Level Volleyball Players” Journal of Sports
Science and Nutrition 2022; 3(1): 28-30, E-ISSN: 2707-7020 P-ISSN: 2707-7012.
6. Kousar, Rehana and Others (2020) “Impact of Aggression on the Sports Performance
of Volleyball Female Players (A Case Study of District Sargodha), Webology (ISSN:
1735-188X) Volume 17, Number 2, 2020.
7. Trajković, N., Pajek, D., Sporiš, G., & Bogataj, Š. (2020) “Reducing Aggression and
Improving Physical Fitness in Adolescents Through an After-School Volleyball
Program”. Frontiers in Psychology, 11, 2081. [Link]/articles/PMC-
7435016/).
8. Verma, Shipra (2020) “A Comparative Study of Aggression between Male Inter
University Level Volleyball and Basketball Players” International Journal of Yogic,
Human Movement and Sports Sciences 2020; 5(2): 102-104, ISSN: 2456-4419.
9. Sevi, R., Muthuraj, M., & Palanisamy, K. (2019) “Analysis of Sports Anxiety and
Aggression among Volleyball and Basketball Players”. International Journal of
Physiology, Nutrition and Physical Education, 4(1), 1422–1424.
10. Bhagat, Upma (2018) “Aggression between Football and Basketball Players: A Cross-
Sectional Analysis”, International Journal of Physiology, Nutrition and Physical
Education 2018; 3(2): 61-62, ISSN: 2456-0057.
11. Singh, Amarjeet (2018) “A Comparative Study of Sports Aggression between Male and
Female Inter-Collegiate Handball Players of Guru Nanak Dev University Amritsar”,
RESEARCH REVIEW International Journal of Multidisciplinary, Volume-03, Issue 11,
Nov. 2018, ISSN: 2455-3085 (Online).
12. Singh, T. (2017) Comparative Study of Aggression between Basketball and Volleyball
Players. European Journal of Physical Education and Sport Science, 2(3), 88–94.
[Link]/edu/[Link]/ejep/article/view/647/0.
13. Khan, Gulbahar (2017) “Comparative Study of The Anxiety and Aggression among
District Level, State Level and National Level Female Volleyball Players”,
International Journal of Physiology, Nutrition and Physical Education, Vol. 2, Issue 2,
PP:93-94 ISSN: 2456-0057.
14. Kumar, Vinod & Chohan, G.S., (2016) “A Comparative Study of Anxiety and
Aggression between Rural and Urban Players of Udaipur Division”, Times
International Journal of Research, Issue October 2016, PP. 1-19, ISSN- 2349-4867.
15. James, L. P., Haff, G. G., Kelly, V. G., & Beckman, E. M. (2016) “Aggression and
Sport: A Cross-Sectional Study on Behavioural Tendencies of Athletes. Sports
Medicine”, 46(10), 1525–1551.
16. Khan, Z., Ali, A., & Ahmed, N., (September, 2015). Aggression and mental toughness
among Indian universities basketball players: A comparative study. Journal of Physical
Education Research, Volume 2, Issue III, 53-61.
17. Mohan, K. and Rameshkumar, S. (2015) “Analysis of Aggression among South Zone
Inter University, Handball, Volleyball and Basketball Players of Men in Different
States”, Journal of International Academic Research for Multidisciplinary Impact
Factor 1.625, ISSN: 2320-5083, Volume 3, Issue 4, May 2015.
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Contact Game and Non-contact Game players of Maharashtra”, International Journal
of Physical Education, Sports and Health 2015; 2(2): 137-140, P-ISSN: 2394-1685 E-
ISSN: 2394-1693.
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Competitive Sports Between Men and Women Basketball Players”, IJMESS Vol. 3 No.
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Aggression between Cricket and Volleyball Players”, IJMESS Vol. 3 No. 1 (March,
2014) p-ISSN: 2278-0793 and e-ISSN: 2321-3779.
21. Singh, Gurdeep, Bhowmik, A.K. and Singh, Vivek Kumar (2013) “Comparison of
sports aggression between Basketball and Volleyball female players of Lucknow
university.”, Indian Streams Research Journal, Volume 3, Issue. 5, June. 2013, ISSN: -
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Study”, Ovidius University Annals, Series Physical Education and Sport / SCIENCE,
MOVEMENT AND HEALTH Vol. XII, ISSUE 1, 2012, Romania.
3.1 Introduction:
Research methodology simply refers to the practical “how” of a research study. More
specifically, it’s about how a researcher systematically designs a study to ensure valid and
reliable results that address the research aims, objectives and research questions. [1]

Research methodology is the process used to conduct research. It is a step-by-step presentation

of the systematic processes that lead the researcher from initial problem recognition to final
conclusions. This ensures that research activities remain scientific and effective.

3.2 Research:
Etymologically, the word "research" is derived from the French term 'researche'. Research is a
two worded term i.e. 're' (again) and search (find) which means quest for knowledge for the
existing facts or provide new direction to already stated facts or to search something new. It is
an attempt to find solutions to problems (both intellectual and practical) by using scientific
methods.[2]

Research is the process of collecting, analysing, and interpreting information to solve problems
or clarify knowledge in a field of study and research is the key to the development of society.

3.3 Scope:
The current study “Aggression of College Level Basketball and Volleyball Players: A
Comparative Study” is to compare the levels of aggression in college-level basketball and
volleyball players.

a) Selection of the problem.

b) Objectives of the study.
c) Hypothesis.
d) Methodology.
e) Tools used for study.
f) Sample population.
g) Variable taken.
h) Data analysis method.
a) Selection of The Problem:
The title of the problem for the current study is “Aggression of College Level Basketball and
Volleyball Players: A Comparative Study”.

b) Objectives of The Study:

 To measure aggression levels in basketball and volleyball players.
 To compare aggression levels based on gender and sport type.
 To examine the relationship between aggression and performance.

c) Hypothesis:
 H₀: There is no significant difference in aggression between basketball and volleyball
players.
 H₁: There is a significant difference in aggression between basketball and volleyball
players.

d) Significance of The Study:

This research can help coaches, trainers, and sports psychologists tailor mental training
programs according to sport-specific psychological profiles.

e) Delimitation of The Study:

 Only college-level players were considered.
 Only basketball and volleyball sports were compared.
 Limited to selected colleges in Meerut.

f) Methodology:
There are many data collection methods available like interview method, observation method,
questionnaire method, schedule method, telephone interview but for this study the researcher
used questionnaire method for data collection.
 Questionnaire:
"A questionnaire is a systematic compilation of questions that are submitted to a
sampling of population from which information is desired”.[3]
By: Barr, Davis and Johnson
 A questionnaire is a tool used in research and surveys that contains structured objectives
to obtain information or opinions from respondents. They typically collect information
about different locations, behaviours or demographics. Questionnaires can be
completed in various forms and are designed to achieve specific research objectives
efficiently and systematically.

 Merits of Questionnaire:
 It is very economical in terms of cost, time, and effort.
 One of the best data collection tools if used adequately is the questionnaire.
 If the study covers a large geographical area, it is the best tool as it allows
national and international coverage.
 It is easy to plan, administer, and prepare.
 This gives the subject time to answer the questions, thereby reducing pressure
on the subject.
 It can be a primary tool for in-depth studies, and other methods can be used
later.
 In some cases, responses given by subjects are available in their own language.
 It can be used to quickly collect data for a study.

 Kinds of Questionnaire:

Questionnaire

Open Closed Pictorial Mixed

 Open Questionnaire: In this type of questionnaire there are no options, but the
respondent is expected to give his answer.
  Closed Questionnaire: In this questionnaire, multiple choices are presented
after the questions, from which the respondent must choose one option as the
answer.

 Pictorial Questionnaire: In this, images are presented as options. The

respondents are asked to mark the picture as the answer they think best suits
them. This type of questionnaire is usually used for uneducated people.

 Mixed Questionnaire: This type of questionnaire contains open and closed

questions. These questions depend on the type of data collected. A questionnaire
was used for the study.

g) Tools Used for The Study:

Questionnaire tool has been used for the study.

h) Sample Population:
This study will be conducted on a sample of 80 players of Basketball and Volleyball. A series
of questionnaires were distributed to 80 college players and all of them were completed and
returned 63 after which the researcher selected 50 (25 Basketball & 25 Volleyball) players for
analysis.

i) Variable Taken:
The major variable is used for detailed analysis to achieve the objective of the study.
 The researcher visited the Colleges of Meerut and contacted the sought permission to
distribute and return the questionnaires to equal number players.

j) Data Analysis Method:

The data collected using the questionnaire is analysed using a statistical method and presented
in table form. The statistical research method emphasizes on facts and nothing outside the
statistical method has its own characteristics. It should be noted that this method does not study
individuals but approaches groups, which is quantitative rather than qualitative.
Reference:

1. [Link]
xt=Research%20methodology%20simply%20refers%20to,aims%2C%20objectives%
20and%20research%20questions.
2. Frascati Manual, The Measurement of Scientific, Technological and Innovation
Activities. doi:10.1787/9789264239012-en. hdl:20.500.12749/13290. ISBN 978-
9264238800. Archived from the original on 5 June 2020. Retrieved 4 April 2020.
3. Howell, Kerry E. (13 November 2012), Introduction: Problems Identified". An
Introduction to the Philosophy of Methodology. SAGE. ISBN 978-1-4462-9062-0.