Влияние адаптации к мышечной деятельности на динамику психофизиологических показателей агрессивности детей

Abstract

The aggressiveness issue among adolescents affects the whole society, arouses the scientific and practical interest of researchers and the deep concern of teachers and parents. However, attempts to explain the aggressive actions of young people are hampered by the fact that not only in everyday consciousness but also in many theoretical concepts, the phenomenon of aggression receives very contradictory interpretations, interfering with both its understanding and the possibility of influencing aggressiveness. The methodological basis for the study of student-athletes and children not involved in sports to determine the presence, type and level of aggressiveness of a student is methods of observation, expert assessments and questionnaires. Signs of aggression in a child: often loses control of himself; often argues, swears with adults; often refuses to follow the rules; often irritates people on purpose; often blames others for their mistakes; often gets angry and refuses to do anything; often envious, vindictive; sensitive, reacts very quickly to various actions of others (children and adults), which often irritate them. The method of expert assessments allows to determine the child’s aggression level in the monitoring process by various experts. Verbal methods involve the use of questionnaires, questionnaires, personality tests. Among the latter, the most popular is the Buss–Durkee Hostility Inventory, Freiburg Personality Inventory. Aggressiveness as a personality trait is manifested in all students, 10 out of 18 non-athletes (14–15 years old) are more aggressive and 6 out of 12 (11–12 years old) are equally aggressive athletes. The hostility level (aggression as an act of behavior) is largely predominant in non-athletes (14–15 years old), and also manifests itself noticeably at the age of 11–12 years. Students who do not play sports, in participating in school competitions as part of a class team, experience the tragedy of losing, unsuccessful performance, as a result, hostility arises in the post-competition period during everyday communication with peers, sometimes turning into a fight.