Gender features of aggressive and hostile reactions of students with different physical fitness levels

Gender features of aggressive and hostile reactions of students with different physical fitness levels

ˑ: 

PhD, Associate Professor V.N. Feofanov1
M.V. Nekrasova1
PhD, Associate Professor A.S. Boldov2
PhD, Associate Professor A.V. Gusev2
1Russian State Social University, Moscow
2Moscow State University of Psychology and Education, Moscow

The study analyzes the gender-specific aggression and hostility versus physical fitness test rates in students attending traditional body conditioning course and volleyball groups – using the Bassa-Darkey hostility test. Sampled for the study were the Moscow State Education Psychology University students (n=25) split up into 5 groups of 5 people each.
The study tested the female traditional body conditioning groups with normal (median-level) responses; and the male groups with the dominating median responses as well, with some individuals tested with the high aggression rates manifested in excessive irritability and verbal aggression. The female volleyball group was tested with the relatively high irritability and verbal aggression, with the other responses staying within the norm. The male volleyball group was tested with the high verbal aggression and guilt sentiments, with the other responses staying within the norm. The health-deficient male group was tested with dominating median rates in every test plus the high verbal aggression and low offense and guilt sentiments. On the whole, the aggressive and hostile responses in students of different health and physical fitness groups were tested gender-unspecific, with the differences found meaningless – probably due to the too short sample.

Keywords: aggressive and hostile responses, students, physical fitness, health, gender.

References

  1. Afinogenova S.V. Biologicheskiy i psikhologicheskiy pol v svyazi s professionalnyimi i sportivnymi interesami v podrostkovom i yunosheskom vozraste [Biological and psychological gender in connection with professional and sports interests in adolescence and youth]. PhD diss.. St. Petersburg, 2007. 144 p.
  2. Boldov A.S., Gusev A.V., Karpov V.Yu. Formirovanie interesa k fizkulturno-ozdorovitelnoy deyatelnosti u studentov spetsialnykh meditsinskikh grupp [Motivating special health group students for health and fitness activities]. Moscow: Perspektiva publ., 2017. 131  p.
  3. Karpov V.Yu. Pedagogicheskoe vozdeistvie sredstv fizicheskoy kultury i sporta na vospitanie mezhlichnostnogo obscheniya i professionalnogo vzaimodeistviya studentov [Pedagogical impact of physical education and sports on building interpersonal communication and professional interaction of students]. Teoriya i praktika fiz. kultury. 2004. no. 12. P. 49.
  4. Soboleva N.A., Gill V.R., Mayorova L.T., Antipin V.B. Osobennosti proyavleniya agressii u studentov, zanimayushchikhsya i ne zanimayushchikhsya sportom [Features of aggression display in sporting and non-sporting students]. Psikhopedagogika v pravookhranitelnykh organakh. 2010. no. 2. pp. 30-33.
  5. Shapoval I.A., Glazeva M.A., Feofanov V.N. Osnovy psikhologo-pedagogicheskoy korrektsii [Basics of psychological and pedagogical correction]. Study guide. ME RF, OSU. Orenburg: OSPU publ., 2004. 235 p.