1

Chapter 1

INTRODUCTION

SECTION – 1

Historical Foundations of Physical Education:

History is a systematic account of man’s past. It provides a

means of evaluating and interpreting the course of human affairs and

past events, placing perspective. Through knowledge of the past and

how it has shaped and moulded the present, the present is more

adequately revealed, evaluated and understood and it can be more

effectively interpreted and explained. Because of this better

understanding of the past through evaluation and interpretation of the

present, man is not only able to live more effectively in the present but

he is also better prepared to predict the better future and to predict.

Thus, history is a product of what has been and is currently going on,

and the future will be a product of both as influenced by impinging

factors and conditions of both. Harold (a) (1973).

1.1.1. Place of History in Physical Education:

The professional student in physical education should be

interested in the background and history of physical education for

several reasons. First, history enables him to understand the present

status of physical education when he becomes aware of the influences

which have shaped it and which have led to its establishment and the

purposes for which it was promoted in various societies. History shows

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that, physical education since time immemorial has been a tool of

society for its own purposes and goals. Second, he can use this

knowledge to help, verify and clarify principles from the behavioural and

social sciences. This competency in turn enables him to help, control

his future behaviour and to shape his environment by revealing trends

and by showing causes and relationships. It should be evident, too, that

the history of physical education cannot be separated and divorced from

history in general. The influences which have been responsible for

modern physical education are like threads running through the fabric of

all history dating back into preliterate times. One cannot fully

understand or appreciate the history of physical education when it is

taken out of this context. The influences leading to physical education

are related to almost all aspects of society, political, economic, religious,

social, educational, and military. Physical education has been touched

in some way by all of these and in turn has touched and had impact on

them. Modern physical education has been shaped by a multiplicity of

influences and will continue to be moulded and directed in the future by

the same factors.

1.1.2 Definitions of Physical Education:

The main underlying idea is that physical education is education

through the physical and of the physical. It means that through the use

of physical activities, physical education aims to ensure the whole-

hearted participation of the child in the totality of his body, mind and
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spirit, so that these physical activities become real life experiences in

educating the child physically, mentally, and morally. In this,

sportsmanship, obedience, team spirit, cooperative effort, loyalty and

readiness to serve can be acquired through physical education. Western

experts have defined physical education and expanded the scope of

general education to comprise experience related to the physical which

are otherwise not available within the four walls of the classroom. Some

definitions are as follows: Krishna (1992)

Physical education is the sum of those experiences which come

to the individual through movement. – Delbert Obertuffer

Physical education is that field of education which deals with big

muscle activities and their related responses. – Jay.B.Nash

Physical education is an integral part of the total education

process and as its aim, the development of physically, mentally,

emotionally and socially fit citizens through the medium of physical

activities which have been selected with a view to realising these

outcomes. – Charles A. Bucher

Physical education should be defined as that phase of the whole

process of education which is concerned with vigorous muscular

activities and related responses and with the modifications in the

individual resultant from these responses. – Nixon and Cozens

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Physical education is a way of education through motor activities

and related experiences and its subject matter is primarily ways of

behaving. – William H. Kilpatrick.

Physical education is that part of education which proceeds by

means of, or predominantly through physical activity, it is not some

separate, partially related field. –Edward F. Volmer and Arthur A.

Esslinger

1.1.3. Physical Education among Primitive people:

It is obvious that physical activity has been a part of the lives of all

people. Man’s evolution started with movement, and his very

development into modern man is largely dependent on action of the

muscles. It must be conjectured that primitive man'’ physical activity

was related first to survival activity and incessant search for food,

clothing, shelter and protection from a hostile environment, and the

propagation of his species. Play and games, too, were an important

part of living for these primitive people. Their games served several

purposes. First, play was that part of their total activity for basic

necessity of life struggle and survival. Second became a means of

preparing youth for adult life, as games were taken from life’s activities.

Third, games and play became a recognized ways to improve one’s

strength, speed and skill, qualities necessary for survival.

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Fitness in primitive times was necessary for survival and generally

always took care of itself. As man evolved socially and his environment

changes as he learned ways to control it, his physical activity also

evolved. As civilization advanced and man emerged from savage state

and evolved up through the various levels of Paleolithic and Neolithic

man, his games and sports no doubt reflected this change. However,

there was no need for organized physical activity in a primitive society.

As civilization developed society had to become more structured to keep

pace with the complexity of civilization, organization of man’s physical

activities in play and military training became inevitable.

1.1.4. Physical Education among Ancient Nations:

Two of the most ancient civilizations China and India – have

nothing to offer in the way of influences on modern physical education.

They were similar in many respects. Both civilizations were reactionary,

and individuality and self-expression were suppressed for the masses.

There was participation in games and physical activities and some times

these were related to life in their groups.

Physical training as such reached its highest level in ancient

Persia. Persia was a nation of conquerors and its main goal was

military aggression. A program of training was structured by the state

and was aimed at the physical and moral education of youth. The boy’s

training was started at the age of 6 years and was rigorous. It consisted

of horsemanship, archery, hunting and active games for training of the

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physical and a commitment towards the truth in moral education.

Because of this emphasis on health and fitness with a military motive,

Persia became the greatest military power of its time. It continued to

flourish until vie and corruption weakened the nation internally, by

corrupting both the moral and physical fibre of the people. This failure

to remain virile and physically and morally strong, led to the downfall of

the empire and the Persia army was defeated by the emerging Greek

states.

1.1.5. Physical Education in Greece:

The Greeks reached the highest pinnacle of civilization known to

man in such aspects as government, literature, art, architecture,

philosophy, and gymnastics. There is no parallel in the past where so

many of the world’s top thinkers, artists, philosophers, and scholars

have come from so small area as Athens which of course was the

epitome of Greek greatness in these matters.

Athens believed in the development of the total individual and the

interrelationship of all life’s aspects, and looked upon gymnastics as a

means of educating the individual mentally, morally, and socially as well

as physically. Like so many concepts which govern modern thinking,

the Greeks conceived the idea of the unity of man and put it into

practice.
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The Greeks festivals assumed a place of great importance.

There were a number of these each honoring some Greek deity. The

most famous was the Olympian festival honoring the god Zeus.

Historians have placed the beginning of these games around 776 B.C.,

although, there is evidence that they may have begun much earlier.

However, the Greeks have left their imprint on our modern culture

in almost every phase of life. Many of our modern concepts which have

governed thinking and practice originated with Plato, Aristotle, Socrates,

and the myriad of other Greek scholars.

1.1.6. Physical Education in India:

History of physical Education in India started from the Indus valley

civilization when most nations of the Europe had not even opened their

eyes. The greatest drawback in our civilization, without doubt, has been

that the people never kept the written records of their cultural and

political adventures. Whatever we have received from our ancient

people as our heritage based on traditions and customs, hearsays or

legends is whether really reliable, cannot be said with certainty, but

excavations at prehistoric sites like Mohenjodaro and Harappa etc. that

remind us of a great civilization existing about 3000 years ago, reveal

that there were gigantic public baths as we find in later Roman period,

where people used to do some exercise to keep themselves physically

fit. Oil-massaging seems to be widely known to ancient people.

Gambling was one of the most popular sports in this period of

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prehistoric reckoning. Children mostly played with birds and beasts

made of clay. They had pet animals also. When the Aryans occupied

Sapta Sindhu, they pushed down the Dravidians- the aboriginal tribes of

India. Certain facts connected with such a transitional period show that

dancing was a very vigorous and very popular activity among the

inhabitants of Indian sub-continent. So people of Indus Valley

Civilization were very strong physically.

In fact, the History of Physical Education in India can be studied

alongwith the classification of various periods of political history of India

which is divided into the following ages:

1. Vedic Age (2000-1000 B.C.)

2. Epic Age (1000.-600 B.C.)

3. Historical Age (600 B.C.)

4. Nalanda period (300 AD.)

5. Rajput period (300 to 1200 AD.)

6. Muslim period (1200 to 1750 AD.)

7. British 'period (upto 1947)

8. Post Independence developments. (1947 till date)

1. Vedic Age: - Aryans, who migrated to India from Central Asia, comes

from the Vedas. The Vedas are not only the religious books but they

also contain references to the social, political and geographical life of

the people of India. Inhabitants of India, were very strong and sturdy.
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They generally loved pastoral and agricultural life. Cereals, pulses,

vegetables and fruit had a very important place in their diet. Being

strong physically, they were quarrelsome and belligerent. Archery,

aiming, horse-riding, chariot-racing were their common sports. In fact,

these sports were not meant for pleasure sake only, they were devices

of war as well.

Yoga seems to have originated in this period. 'Pranayam' was a

sacred duty. Pranayam is a yogic exercise by which one balance the

respiratory circle in such a way that there is complete' suppression' of

the breath and it is through this that the old sages had the

transcendental experience. Yogic Asanas (bodily postures) were

frequently practised for the fortification of the and purification of body.

Some of the physical exercises were 'suryanamaskaras' Pashchimotan

Aasna, Garuda Aasna, Bhujang Asna etc. which keeping the body

healthy.

2. Epic Age: - The exploits of The Indians can be gathered from the

Ramayana and the Mahabharta which were composed during this

period. Both the epics reveal that this period was a period of great

turmoil and wars. On the other hand, we also come to know that the

system of education was quite elaborate. This system had, apart from

scriptural studies, physical education as one of the compulsory items.

Archery, javelin throwing, sword-fighting, club-fighting, wrestling,

horseriding, chariot racing have been elaborately referred to in

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Ramayana and Mahabharta. The names of such warriors as Rama,

Laxmana, Ravana, Meghnatha, Arjuna, Bhima, Krishna, Balrama,

Kama, Bhisbma. Deona etc. have become immortal for their valour and

use of arms and armaments. There is no match to Arjuna in Archery, to

Bhima in wrestling, to Ravana in Axe-wielding, to Krishna in disc-

throwing, Meghanath in flinging celestial weapons (Braham Astras) etc.

in the entire history of the epics in the world. There were no separate

physical education teachers but the knowledge in arms and armaments

was given by the same teachers who were well-versed in scriptural

studies too. There used to Gurukuls (schools) where, the pupils live a

celibate life upto the age of 25 years and learnt all physical activities and

engage in mental pursuits. Gambling, as a sport for pleasure, was very

common and we know that the root cause of the great Mahabharta War

was gambling. By the end of this period, many centres of learning came

up. TaxiIa, Patliputra, Kanauj, Mithila etc. were a few of them. Many

great teachers of repute are mentioned in this period. During this period

many treatises were written on astronomy, astrology, philosophy,

agriculture, music, dance etc.

3. Historical Age: - The ancient religion (the Hindu Dharma) had the first

jolt in this period. There was a great revolt against the existing social

disparities, caste-system, rigid Brahmanical attitude and orthodox

acceptance of the scriptural authority. Geographically, India was divided

into hundreds of very tiny states ruled over by princely clans that

frequently fought with each other. When Budhism and Jainism shot
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themselves into prominence, there was general discontentment against

Hinduism among the masses and as such even many of the good

principles of life were thrown away. The Jainism and Budhism

emphasised the ways of peace and did not envisage any body-building

activities for defense purposes. However, Magasthenes who visited

India during Chandragupta Mourya’s period has referred to a very

elaborate system of physical and weapon-training for the army. For

sport purposes, wrestling, running, jumping, javelin throwing, chariot

and horse-racing etc. were very common those days. Ashoka had a very

strong army. This shows, that war training was both intensive and

extensive.

4. Nalanda Period: - Nalanda was a great seat of learning where more

than 6000 students, not only from various parts of country, but also from

foreign lands, used to study. Alongwith religious, Spiritual and

philosophical discourses, physical education was taught to the students

for keeping good health. 'Pranayam' and 'Surya namaskars' were done

every day without exception all the year round. The life of the students

used to be very hard during this period. Walking, was considered to be a

tonic for health.

5. Rajput Period: - Rajput period may be known as the age of Chivalry.

There was revival of the Hinduism. The Rajputs were very proud and

were divided into hundreds of clans. They did not believe in a central

authority and were often at daggers drawn with each other. However,
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they remained in their full bloom upto 13th century. The Rajputs call

themselves as the pure Kshatriya or the warriors and, hence, their

profession by birth is fighting. That's why during their hay-day they had

contemplated a wonderful system of physical-cum-military training.

From the very early age, Rajput children- even girls- were taught how to

wield and use the dagger and the sword effectively and how to embrace

death in the wake of danger to one's honour. Jauhar (plunging into the

fire) was an unsurpassable dare devil act on the part of the Rajput-

Players. This act speaks of their qualities of 'heart'. The Rajput children

were also taught how to chop off the head of a cattle with one single

stroke. In the wake of success, it was thought to be a good omen.

Horse-riding, javelin throwing, archery, wrestling, hunting, mace-fighting

etc. were very popular activities. Girls were taught how to ride a horse,

without saddle.

Dance and music have always been part and parcel of the Rajput

life. The religious fair are good examples of tills activity. Chess

(Shatranj) has been known to the Rajputs since the very early days of

their rise as a power. The chess now-a-days is very popular and it is an

international sport.

6. Muslim Period: - This period is also marked by much of strife in which

both the Hindus and the Muslims took part for supremacy of the one

over the other. In whatever form physical education existed during this

period, it existed for the purpose of preparing the individual for war.
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Many of the traditional activities like Yoga were given a set-back due to

the fact that the Muslims wanted to undo what the Hindus had done

during the long period of their mundane existence. Hunting seems to be

very popular sport of this period. For the purpose of getting pleasure, the

following sports were practised very commonly: -

Wrestling: - This was patronized by the government. Many wrestlers of

repute are mentioned in the Mughal period. There were Akharas run by

teacher-wrestlers. In villages this activity caught a popular image for the

purpose of keeping one physically fit.

Chaogan: - It was another popular sport of this period. Qutubud-din

Aibak seems to have died while playing this game. For physical, verve

and alacrity, this was an effective sport.

Boxing: - Boxing was popularised by the Government. The Good Boxers

were brought from Iran.

Pigeons flying competition: - Through them the messages were sent

from one place to another'. Emperor Akbar had 2000 pigeons carrying

the love letters.

Swimming: - Swimming was very popular sport of that period. It was

compulsory for military training. Babar himself was a very good

swimmer.
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Hunting: - Hunting was an extremely popular sport of this time. Even

there was a full-fledged department in the government for this purpose.

Animal fighting: - During Muslim period Animal fighting was very

popular. In the evening the animals were taken to open places and

fighting competitions were organised. Elephant fighting, cock fighting

and fighting of other animals was organised during the period.

Individual competition: - Individual competitions were organised during

Mughal period. The fighting went on till one of the fighters was seriously

injured or killed. Fighting were also organised between men and the

beasts.

Chess: - This sport came into being in the western India. The Kings also

patronised this sport. During 8th century it went to China via Kashmir.

During Jahangir's time it was a very popular sport of the people.

Chopar: - It was an ancient Indian past-time played on a piece of cloth.

The cloth had four comers and every comer had 24 squares. All the four

comers had different colours. Who-so-ever completed the round of four

comers earlier than the other players was declared winner. Emperor

Akbar was a famous player of this sport and he could invite 200 people

at a time. Every one had to complete 16 times and in the event of not

completing the game one had to drink a glass of wine, which was

forbidden for Masters.

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Pachisi: - Pachisi was a sport which originated in ancient India. We can

find its traces on the walls of Ajanta and Allora. Pachisi was also played

on a piece of cloth. This is even now-a-days popular in rural India. This

sport was played by "Kauris" (shells) that were eight in number. If the

"Kauris" fell in the prone position the player had to move 25 squares.

From this it was given the name of Pachisi. In ordinary condition, a

player will move ahead the number of squares equal to the number of

shells fallen.

This recreative game was a common sight in Akbar's time who

himself was very fond of this game. He had a special arrangement of

this game at Fatehpur Sikri. There he had got made the square of

marble which can be seen even today.

1.1.7. Sports Psychology of Physical Education:

Modern man lives in a mental world, in which the important skills

for success are based on his or her psychological abilities. He or she

must perform the Psychological dimensions of his or her life in order to

seek an explanation for his/her behaviour. Here is an evidence of more

Phenomenological approach to the physical activity and sports and this

is exemplicited by an increasing interest in physical fitness and

behaviours.
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The word “SPORTS” occasionally denotes a break of nature

usually it refers either to a pleasant pass time or some what hazardous

recreation or to some one who is prepared to face during challenge or

willing to take a chance.

Sport is an institutionalized competitive activity that involves

vigorous physical skills or use of relatively complex physical skills by

individual’s participation is motivated by a combination of intrinsic and

extrinsic factors.

1.1.8. Psychology

The term ‘PSYCHOLOGY’ was first used around 1530. In Greek

“Psycho” means “Soul” and “Logus” means “Study”. Hence, Psychology

means “Study of the Soul” later Psychology become translated as mind

rather than soul. “Psychology is the science of the activities of an

individual relation of his/her environment”.

Psychology Plays a major role in sports and is closely associated

with psychological components. To achieve these Components

psychologists have developed complex and carefully controlled

methods of gathering information on a broad range of activities.

1.1.9. Sports Psychology:

Sports Psychology is defined as the scientific study of human

behaviour in sport. Like the other discipline in sports and exercise

science, sports psychology can be applied to varied skilled movement

physical activities and exercise programmes such as corporate fitness,

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exercise rehabilitation and health oriented exercise programmes as well

as traditional physical education and competitive athletics .

Advancement of the human being in his life style is due to the

changes happening in his mind, behaviour attitude and desire. One’s

performance in sports and games is purely based on his Physical as

well as his mental capacity. If the physical capacity being equal; among

the players then the mental power play as a vital role for the

determination of the excellent performance.

Psychological principles certainly help the teacher of Physical

Education and Coaches to plan this programme properly so that

maximum benefits are derived through participating in them.

1.1.10. Sports as International Discipline:-

The promotion of sport is no longer a matter of dispute. The

importance has been recognized at International level by all the

countries of the world. Today sport is considered as an International

discipline, because it develops International understanding and

universal brotherhood. Sport is also one of the factors developing

national character physical Education and sport should form an integral

part of lifelong education in the over all educational system and their

promotion from pre school age to old age, should be treated as one of

the fundamental human rights. Physical education serves as a medium

for men’s total education, emotional and intellectual development using

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experience centered in movement. Hence, the promotion of Physical

Education and sport is the moral and social responsibility of each nation.

During the early twentieth century, few farsighted individuals

recognized the importance of psychological factors in sport and initiated

and sport Psychology research. Although, sport Psychology had not yet

emerged as a distinct discipline, the pioneering work of this sport

psychologist have raised numerous issues and paved the way for much

of our current work and research (Gill 1986).

“Sports Psychology is an area which attempts to apply

psychological facts and Principles to learning performance and

associated human behaviour in the whole field of sports”. Sports

psychology is the scientific study of human behaviour in sports. It

mainly concerned with Psycho regulative analysis of sports ability and

performance. It helps the sports man to develop right type of emotions

at right time and also help to control the emotions.

Sports Psychology is the science of applying Psychology to sport.

It is a study of behaviour science in sports setting (Coxet, at 21, 1993).

Sports Psychology is gradually and steadily gaining momentum in

the field of training of high level sports persons. Today, sports is no

more a recreation, It is not just a game of muscles but game of nerves

as well, with the wining margin of competitive sport narrowing down to

fraction of seconds, modern day sport warrants and essential supply of

psychological support to come to terms with reality.

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Krueger (1984) explained Sports Psychology has emerged

recently as a scientific discipline and is well on its way to get full

scientific status all over the world. Many studies and investigations have

proved that with more psychological preparation, the teams have

produced much higher performance than that of merely physical and

technical training. According to Swami Nityanand, “a strong mind is

more important than a strong body”.

Psychology has become the main concern of sports-thinkers,

coaches, and participants all over the globe. In developed countries,

many psychologists are engaged and employed for the help and

guidance of coaches. Many teams have psychologists with them for

higher level of competition. The psychologists have become important

members in the team of scientists engaged in the uplift of players.

Psychology has become an integral part of coaching and training. The

teams must have a firm hold and understanding on psychological

situations in the game.

The quality of performance depends upon the ability of a sports

person to direct all the psychological functions optimally before and

during competition. The main function of psychological training is to

overcome the thoughts and emotional process in a constructive way that

it may improve the performance of a sports person.

The knowledge of Psychology can help in removing, before

competition, tensions through psycho-regulatory techniques. It can

improve motivation and suggest ways and means for productive and
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better results. It not only helps in the development of a suitable

programme but also builds up some specific characteristics required for

peer performance.

Man’s performance in sport or in any other fields depends on his

movement oriented behaviour and other psychomotor factors. All these

actions which can be noted by others with or without the aid of

instruments have their roots in the biological phenomena. In other

words, the performance of individuals is the result of an integrated and

harmonious functioning of several dynamic processes of the body which

are physiological, psychological, psycho-physiological or biochemical

such as climate, temperature, humidity, etc., may also have their effect

on the performance of an individual.

Bucher (1975) explained the present practice is that selectors

consider psychological variables to be the utmost important for the

selection of top level sports men. Psychology as a behavioural science

has made its contribution in this regard. It has helped coaches to coach

the athletes more effectively and most efficiently.

Kamlesh (1983) is of the opinion that, no training in the sports

field is complete without reference to the psychological study and

psychological training of athletes. All other factors, biological and

sociological being equal, psychological conditioning of an athlete

decisively determines his success or failure in competitions.

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Cratty (1968) suggests that factors at three levels contribute to a

person’s fine motor or athletic performance. A. Basic behavioural

supports underlying all performance. B. The person’s physical ability

traits, and C. Specific skills required in the relevant task. It is his

contention that the three levels are mentally dependent on each other,

in that a person’s success or failure in a person’s task feedback into the

basic behavioural support to raise or lower the psychological

dimensions and his / her need or achievement or his / her level of

aspiration. This psychological effect in turn affects his/her persistence in

continuing to participate and this influences further perfection of his/her

physical ability which in turn contributes to a greater command of the

required skill.

1.1.10. Sports Psychology in Physical Education:

Psychology entered in physical education much earlier than it did

in sport. Now such phrases as ‘Psychological conditioning” ,

“psychological preparation” , “psychological training” ,etc. have become

in the field of sport.

Sports Psychology, Singer (1973) claims, “ explore one’s

behaviour in athletics”, Athletics here may not be considered as only

track and field events, but all sports which are competitive in nature and

in which competitions are actually held. Generally, competition is

involved at all levels of sports activity and without mental preparedness

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it is not possible for the athlete to achieve higher standards and win

competition.

Woodworth (1973) says “Psychology is the science of activities of

an individual in relation to his/her environment. The activity of the soul or

the mind, in other words, the internal behaviour is manifested through

the physical or the outer for thinking doing are points on the same

stretch and are inseparable for the struggle for survival”.

The Psychology Josiwer (1986) can help in achieving the sports

excellence by the sports persons. The role of Psychology in selection,

training, training materials and rehabilitations would definitely help in

achieving sports excellence. The emphasis has been laid on pointing

out that Psychology and sports coverage at the same point excellence

in sport can be optimally obtained by developing appropriate strategies.

A majority of research undertaken in physical education is

focused on the physiological areas of human performance. Usually, in a

competitive situation, the probability is that both teams possess nearly

the same physical skills and fitness levels. But, beyond that, the winner

is determined by mental preparation. Hence, the purpose of sports

psychology is to understand, explain, predict and control behaviour of

players and athletes.

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1.2.1. Motivation:

Achievement Motivation is a Complex area in terms of concept

and measurement. Atkinson (1964) defined achievement motivation “as

the tendency to Endeavour for the attaining goal”. A specific motive is

concerned with the attainment of a specific type of goal.

The most important motivation for educational psychology is

achievement motivation (McClelland and Atkinson, 1948), the

generalized tendency to strive for success and to choose goal oriented

success/failure activities. Achievement motivated students want and

expect to succeed, and when they fail, they redouble their efforts until

they do succeed (Winner, 1980)

McClelland defined Achievement Motivation in terms of

competition. According to him the major criteria for achievement

motivation can be briefly summarized as follows:

1. Competition with others (doing something better than

others)

2. Competition with as self-standard of excellence ( doing

something better than the one done others )

3. Unique accomplishment (doing something that no one else

has ever done )

4. Long term involvement (doing something that will take a

long time but will result in personal success).

5. Achievement motivation research has led to the

identification of human motivation as distinct human need

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that varies in intensity among people. An extremely

important contribution in this area of study has been the

ability to measure the amount of achievement motivation

possessed by individual and its effect in specific situation.

Research was conducted to discover which factors create

or awake an individuals motivation by charging the way

people think about themselves and their surrounding

change how a person habitually thinks about his

performance and one can change his actual performance

(Donald E.Fuors and Robert J.Troppman). (1960)

Certainly many individuals who are highly motivated to achieve

success in sport do not seem equally motivated to achieve success in

academics or work situations. Similarly, individuals who seem to have a

high motive to avoid failure and who become tense and anxious when

faced with sport competition may be much more clam and confident

when taken and academic test. To illustrate, how would you rate

yourself on the motive to approach success and the motive to avoid

failure in competitive sports and academics? First, do you consider

tense and anxious when faced with sport competition may be much

more claim and when taking an academic test.

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1.2.2. Achievement Motivation and Sports Performance:

Achievement motivation is the tendency to strive for success,

persist in the face of failure and experienced pride in accomplishments.

To understand how achievement motivation influences the terms means

and how it relates to competitiveness. The terms was over 50 years ago

to refer to a person's effort to master a task, achieve excellence

overcome oblasts, perform better than others, and take pride in

exercising talent.

1.2.3. Need of Achievement Motivation on Sports Performance:

Coaches, exercise leaders and teachers have an interest in

achievement motivation. It is a disposition to strive for satisfaction when

making comparison's with some standard of excellence in the presence

of evaluating others. The level of achievement motivation would bring

out this self competitioin would influence behavior in sociality evaluated

situation (Robert S.Weinberg). 1983

1.3.1. Aggression:

Aggression is a term that is used extensively in sports. If coaches

were surveyed and asked to identify the characteristics of successful

athletes, aggression would be high on the list. What is meant by

aggression in Sport? Aggressive plays are used in football, for example,

when the defense executes a fierce tackle, in basketball, good

rebounders, good defensive players, and the players who consistently

drive to the basket are all described as aggressive. Aggressive tennis

 26

players rush to the net at every opportunity. The volleyball players who

dives to the floor to attempt an apparently impossible save is playing

aggressively. In these and other examples from sport, aggressive acts

can be defined as those in which the athlete 1) is highly motivated

2) demonstrate a great release of physical energy and or 3) is not

inhibited by fear of potential failure of injury. (Llenwuyan and Blucker

1982).

Cratty (1989) defined the word ‘aggression’ which is also a

psychological factor comes from the Latin root ‘aggredi’, as (or toward)

and gradior (walk). Literally then the word means to walk toward

approach, to "move against" or to move with intent to "hurt" or "harm".

The major problem when studying aggression in sport or in any other

environment lies in finding an acceptable universal definition. Most

psychologists describe aggression in terms of behaviour.

Aggressive behaviour is quite visible in sport (Weinberg, 1983).

To observe sports behaviour, we would attend a team game and watch

players "fight" for the ball. Aggression is a behavioural aspect, and not

an attitude, emotion or motive.

Silva (1984) is. of the opinion that Aggressive behaviour is an

overt verbal or physical act that can psychologically or physically injure

another person or oneself. Aggressive behaviour against another

person is called extropunitive behaviour. Whereas aggression against

the self is often labeled intropunitive behaviour. Aggressive behaviour is

non-accidental, the aggressor intends an injury and the behaviour for

 27

this is under his or her control. The aggressor has selected the

behaviour from various alternatives available in the situation including

non-aggressive responses.

Human beings are capable of a wide range of behaviour.

Aggressive behaviour is quite visible in sport. One the one hand, they

may show comparision and help others, while on the other, they may

seek to harass others through aggressive action course, not all

aggressive behaviour in sports violent and destructive. In fact, many

forms of aggressive behaviour are accepted and even promoted, often

aggressions is "part of the game'. For example, players "fight" for

rebounds in basketball.

Aggressive tendencies in sports situations that permit controlled

hostility may at times be heightened or at other times be dissipated

(Cratty 1983). If the athletes need for aggression are high, and their

aggressive efforts are met with frustrations (fouling or losing), they are

likely to remain hostile. On the other hand if their need to agree are not

too great, if they become at least moderately fatigued in carrying out the

hostile acts within the sport, or if they receive a moderate amount of

reward for their efforts (winning or reasonable success), their hostilities

are likely to be diminished.

In recruiting athletes, coaches often describe the desirable athlete

as one who is “hungry, aggressive and a competitive". The legendary

football coach of Florida A&M University, Jock Gaither, often said, that

he wanted athletes who were "Mobile, agile, and hostile". (1) Aggressive
 28

athletes seem to be desirable athletes. On the other hand, teachers

often describe trouble making or disruptive students as aggressive. It

seems, that while aggressive behavior is desirable in athletes and

demanded by coaches, It may be discouraged in students and

prohibited by teachers. Both teachers and coaches must realize is, that

there are two types of aggressive behaviour one deserves discipline; the

other desepes reinforcement.

Both, Teachers and coaches can probably defend their definitions

of aggression. Much of the research on the manifestations of aggression

support the teachers view of aggression as an undesirable trait.

Aronson describes, aggression as behaviour intended to cause harm or

pain (2) The Key of this definition is the word 'intended'. If an athlete

fractures another athletes nose by accident, the fracture is not the result

of aggression. But if the athlete intended to fracture the nose, he or she

was being aggressive in the negative sense of the word. From 1978 to

1979. when over 70,000 teachers were physically assaulted by

students, the students were demonstrating aggression as defined by

Aronson (3) Such harmful or destructive acts are rightly termed acts of

aggression. But a basketball player who gets fifteen rebounds and

twenty points in a game could be described as "aggressive" in a positive

sense.
 29

1.3.2. ‘Aggression and Athletic Competition’:

Orlick has presented a summary of aggressive behaviour that

may help prospective coaches understand the various kinds of

aggression present in sport Orlick has placed the physical aggression

found in sport on a continuum that ranges from violent acts of brutality to

assertive behaviour for goal achievement.

Regardless of the kind of aggression by a player, the amount of

aggression is usually determined by the level of frustration produced by

the particular situation competitions can be frustrating particularly when

we lose. But even in an undecided contest, frustrate can arise from the

anxiety of anticipating possible defeat and the demands upon one's

behaviour created by the competitive conditions. Berkoyytz has said,

that the level of anger or aggression produced by a frustrating situation

will be effected by at least three trait.

I. The first determinant, drive strength is influenced by the

intensity of the satisfaction obtained by winning or the

intensity of the disappointment incurred by losing. For

example, the drive to win a practice game would probably

not be as strong as the drive to win the league

championship game.

II. The second factor degree of interference refers to the

interference with one's activities that can result from the

conditions of the competitions. Games that are rained out

heighten the anxiety and frustration of the athletes, who

 30

then have no outlet for the excess energy created by

anticipation.

III. The number of the waried response sequence is the third

trait. The longer the sports contest, the greater the number

of opportunities for response. If a player is not performing

well, the level of his or her frustration will increase with

each successive failure.

A Coach should help each athlete understand and deal with

frustration and aggression. Hellison has said that, whether, participation

leads to aggression depends on the conditions of the a ctivity. His

approach is not unlike that of Berkowitz :- but Hellion does interpret

aggression as undesirable. According the Hellion, the conditions of an

activity that can lead to aggression are:

1. The amount of frustration experienced by the participant in

expressing aggression in response to a stronger opponent

or rules of conduct which encourage sportsmanship.

2. Whether the participant wins or loses.

3. The Degree of emphasis on winning.

4. Whether hostility is carried over often the activity has

ended.

It is clear that aggression can be interpreted either as a positive or

a negative trait. The goal of athletic competition should be developed

aggression as a positive trait. Berkowitz has said, that competitive

 31

games provide an unusually satisfactory social out let for the instinctive

aggressive drive, but that some discharges could be detained even from

sports involving sedentary intellectual competition such as Chess and

Checkers".

1.4.1. Anxiety:

Anxiety plays an important role in sports and games. Anxiety is

considered as an important phenomenon in motor performance.

Anxiety, especially the state type, plays a significant role in the motor

performance of individuals. Adjustment of these natural properties may

have to be done with some care. Either type may be amenable to high

level sports performance with certain constraints.

Trait Anxiety is predisposition to perceive certain situations as

threatening and to respond to these situations with varying levels of

state anxiety. In Spielberger's (1977) words, Anxiety states are

characterized by subjective, consciously perceived feelings of

apprehension and tension, accompanied by or associated with

activation or arousal of the automatic nervous system.

1.4.2. Psychological and Physical Activity:

The physical activity includes positive changes in self perception,

improvement of self confidence and awareness and positive changes in

mood. Even a moderate physical exercise has an impeccable effect on

one's self esteem, self-image and mood. The competitive nature and

involvement of group activity in sports have a boosting effect on the self-

 32

perception and spirit of the individuals and heighten their self-esteem

and confidence levels and mental readiness to face the challenge in life.

Physical activity acts as a safety value for the individuals to

reduce their stress and tension, which they experience in their routine

life. Physical activity helps to divert and release their emotions and

physical tensions, thereby, averting psychosomatic disorders. It is for

this reason that Sutherland and Copper (1990) regarded physical

activity as a “development of defence mechanism". By acting as a

mental diversion outlet for stress tensions, Physical activity saves the

individual from emotional disturbances, thereby, promoting his/her

Psychological well-being.

1.4.3. Competitive and Anxiety:

Competitive Trait Anxiety is a situation specific modification of the

more general trait construct competitive. A trait is defined as a tendency

to perceive competitive situations as threatening and to respond to

these situations with A-state the operationalization of the competitive A-

trait construct is important in understanding behaviour in sports

particularty in understanding which competitive situations are perceived

as threatening and how persons respond to threat. The Sports

Competition Anxiety Test (SCAT), discussed and developed to assess

Competitive A-Trait and construction of SCAT was based on four

significant, the article developments in the field of personality.

 33

1. The adoption of an interactional theory of personality that

predicts behaviour better than do trait or situational

paradigms.

2. The development of situation specific A-trait instruments

that have superior -predictive power compared to general

A-trait scales.

3. The treat-state theory of anxiety, which distinguishes

between

A-trait and A-state.

4. The development of a conceptual model for the study of

competitions as social process.

Spielberger's (1966) conceptual distinction between A-trait and

A-state is fundamental to his theory of Anxiety. Spielberger’s (1972) trait

-state theory of anxiety is based on the following assumptions:

1. Stimuli that are either external or internal to the person and

that are perceived as threatening evoke A-state reactions.

High levels of A-state are experienced as unpleasant

through sensory and cognitive feedback - mechanism.

2. The greater the amount of threat perceived, the more

intense A- state reaction.

3. The longer the person perceived threat, the more enduring

the A-state reaction.

4. Compared with persons. low in A-trait, persons high on A-

Trait will perceive more situations as threatening, respond

 34

with more intense A-state reactions, or both. Evidence

indicates that situations involving potential failure or threats

to self-esteem are more potent sources of threat than are

potentially, physically harmful situations. It is primarily

through past experience, that some persons acquire high or

low A-trait.

5. Elevated levels of A-state have stimulus and drive

properties that may be manifested directly in behaviour or

that may serve to initiate psychological defense that have

been effective in reducing A-state in the past.

6. Stressful situations frequently encountered, may cause an

individual to develop specific psychological defense

mechanisms that are designed to reduce or minimize A-

state.

From this theory, it is clear that the focus of future research must

be on the stimuli or antecedent conditions that evoke A-state, on the

cognitive process that interpret these stimuli as threatening and on the

behaviours that are manifested in response too, the perceived threat.

1.4.4. Influence of Anxiety on the Game Participation:

According to Cratty (1980) the anxiety transitions under conditions

are marked by low, moderate and high level of anxiety.

1. Low levels of anxiety are marked by a failure of the

individual to exclude irrelevant stimuli in the situations.

 35

2. Moderate levels of anxiety seem to work best that is the

individual who evidences moderate concern for the

performance threat, in a situation in able to exclude

irrelevant stimuli and it can attend and react to important

stimuli in situations.

3. Under high levels of anxiety, the individual begins to narrow

attention too much and also displays attention in flexibility.

There are numerous other situations and feelings that are likely to

trigger anxiety in athletes. In some athletes (and teams) too many

success proves anxiety producing. They may hold back from doing their

best in order to avoid the social consequences and responsibilities that

success may being (Silva, 1982).

1.4.5. Games and Sports in University Colleges:

The objectives of the scheme are to promote excellence in sports

among the University College students. The scheme is being operated

by the Acharya Nagarjuna University Sports Board. The funds under the

scheme for providing assistance to University Colleges for creating

sports infrastructure (M.L.Kamlesh 1997).

Inter-Collegiate competitions are held every year among college

teams represented by college players. These competitions are held

between colleges at central zone level. There are more than 299

affiliated colleges of Acharya Nagarjuan University (Both Government

and Non-Government) located in Guntur, prakasham, Krishna districts

 36

of its jurisdiction.

1.4.6. Games and Sports of ANU

S. No. Event
1 Archery (Men & Women)
2 Athletics (Men & Women)
3 Badminton (Men & Women)
4 Ball Bgadminton (MEN)
5 Ball Bgadminton (Women)
6 Basketball (Men)
7 Basketball (Women)
8 Chess (Men & Women)
9 Cricket (Men) East Zone
10 Cricket (Men) West Zone
11 Cricket (Men) South Zone
12 Cricket (Men) Inter Zone
13 Cross Country (Men & Women)
14 Football (Men)
15 Gymnastics (Men & Women)
16 Handball (Men)
17 Handball (Women)
18 Hockey (Men)
19 Kabaddi (Men)
20 Kabaddi (Women)
21 Kho-kho (Men)
22 Kho-kho (Women)
23 Netball (Men)
24 Netball (Women)
25 Softball (Men)
26 Softball (Women)
27 Swimming (Men & Women)
28 Table Tennis (Men & Women)
29 Tennis (Men)
30 Volleyball (Men)
31 Volleyball (Women)
32 Weighitlifting,powerlifting (M&W)
33 Best Physique (Men)
 37

1.4.7. Total Colleges in ANU

TOTAL COLLEGES --- 299

DEGREE B.A B.Com. B.Sc.

(154) (189) (194)
P.G. M.A (13) M.COM M.SC MCA MBA
(19) (55) (31) (18)
B.Tech 5
B. Pharm 4
B.Ed 40

GUNTUR Dist
DEGREE B.A (67) B.COM B. SC
(78) (57)
P.G. M.A (7) M.Com M.Sc MCA MBA
(5) (28) (20) (7)
B.Tech 3
B. Pharm 1
B.Ed 12

KRISHNA Dist
DEGREE B.A (46) B.COM B.Sc
(64) (62)
P.G M.A (3) M.Com M.Sc MCA MBA
(12) (19) (8) (7)
B.Tech 2
B.Pharm 1
B.Ed 8

PRAKASAM
Dist
DEGREE B.A (41) B.COM B.Sc
(47) (57)
P.G M.A (3) M.COM M.Sc MCA MBA
(2) (8) (3) (4)
B.Tech NIL
B.Pharm 2
B.Ed 20
 38

1.4.8. List of Total Colleges in ANU

1. University college,GUNTUR
2. A.N.U.-DR.M.R.APPA ROW CAMPUS –NUZVID,NUZVID
3. A.B.M.College,ONGOLE
4. A.C.College (Day),GUNTUR
5. A.C.College of law,GUNTUR
6. A.C.Evening college,GUNTUR
7. A.G.&S.G.Degree college,VUYYURU
8. A.G.K.M.College ,SATTENAPALLI
9. A.J. College of education,MACHILIPATNAM
10. A.K.college of Education,ONGOLE
11. A.L.college of education,GUNTUR
12. A.M.G. college of education,CHILAKALURIPET
13. A.M.G.Degree college for women,CHILAKALURIPET
14. A.M.M.Degree college,VIJAYAWADA
15. A.N.R.&P.L Degree college ,GUDIWADA
16. A.N.R.college,GUDIWADA
17. A.N.R.college of education,GUDIWADA
18. A.N.U.PG CENTRE ONGOLE,ONGOLE
19. A.P.Residential Degree college,GUNTUR
20. A.P.S.W.R.college for computer Education,VIJAYAWADA
21. A.S.M.women’s Degree college,PONNUR
22. Abhyudaya Mahila Degree college,GUNTUR
23. Acharya N.G.Ranga college of education,CHILUMURU
24. Adarsa Degree college of education,GIDDALURU
25. Adarsa Degree college for women,PATTHIPADU
26. Adasa Mahila Kalasala,VIJAYAWADA
27. Al-Momin college of education,PODILI
28. Alpha degree college,KANIGIRI
29. Andhra Jateeya Kalasala,MACHILIPATNAM
30. Andhra Kesari vidya Kendram Degree college,ONGOLE
31. Andhra Loyola college,VIJAYAWADA
32. Andhra Muslim college,GUNTUR
33. Annabattuni Satyanarayana Degree college,TENALI
34. Anniebesant college of education,KANDUKUR
35. B.A.&K.R.Degree college,ONGOLE
36. B.B.H.Degree college,VETAPALEM
37. B.H.H.Degree college for women,GUNTUR
38. B.S.S.B.college,THADIKONDA
39. B.V R&L K Degree college ,MEDARAMETLA
 39

40. B.V.S.P.M.Degree college,ONGOLE

41. Bapatla college of Arts&Science,BAPATLA
42. Bapatla college of Engineering,BAPATLA
43. Bharati Degree college,CHIRALA
44. Bogavarapu Guravaiah Degree college,SATTENAPALLI
45. C M B C Degree college for women,ONGOLE
46. C.I.L.Rural Developments and Mangement,SUREPALLI
47. C.R.college,CHILAKALURIPET
48. C.S.R.SARMA college,ONGOLE
49. Career Degree college,GUNTUR
50. Chaitanya college of education,MARKAPUR
51. Chaitanya Degree college,NANDIGAMA
52. Choudaray charan singh Memorial Degree
college,MARTUR
53. Christian women’s college,NALLAPADU
54. Christu Jayanti Jubilee college(P.G.),GUNTUR
55. D.A.R.College,NUZVID
56. D.C.R.M P.G College,MCA,INKOLLU
57. D.C.R.M P.G College,MBA,INKOLLU
58. D.C.R.M.Degree college,INKOLLU
59. D.R.N.S.C.V.S. College,CHILAKALURIPET
60. D.S.GOVT.Degree college for women,ONGOLE
61. D.S.R.Hindu college of law,MACHILIPATNAM
62. D.V.R.Degree college ,NANDIGAMA
63. Degree college for women,BAPATLA
64. Devathi Venkata Subbaiah Degree college,DARSI
65. Don Bosco college (P.G.),KORNEPADU
66. Dr. B.R.Ambedkar Centenary Degree College, TENALI
67. 67 Dr. Homi Jahangir Baba Degree College, Karlapalem

68. Dr. Jayapradamba Degree College, Guntur

69. Dr. K.R.R.M. Degree College, Duggirala
70. Dr. K.V.r. Sanskrit College, Guntur
71. Dr. Samuel George College of Pharmaceutical Science,
Markapur
72. Dr. Zakir Hussain Degree College, Ibrahimpatnam
73. Erigineni Tirupati Naidu & Lakshmamma Degree College,
Pamuru
74. Fatima College of Education, Nadikudi
75. Fr. Heyer Degree college, PHIRANGIPURAM
 40

76. G.V.R & S Degree College for Women, Guntur

77. G.C. & YPN Degree College, Kanigiri
78. G.C.K.V.N. Degree College, Guntur
79. G.R.R. & T.R.R. Degree College, Cumbum
80. G.V.&A.D.S.L. College of Education, Ongole
81. G.V.R.S. Institute for Professional Studies, Guntur
82. G.V.S.M. Govt. Degree College, Ulavapadu
83. Gandhiji Mahaila Kalasala, Vijyawada
84. Geetham Degree College, Ongole
85. Govt. Degree College, Tiruvuru
86. Govt. Degree College for women, Guntur
87. Govt. Degree College, Avanigadda
88. Govt. Degree College, Bantumilli
89. Govt. Degree College, Chebrolu
90. Govt. Degree College, Kanigiri
91. Govt. Degree College, Kaikaluru
92. Govt. Degree College, Vinukonda
93. Gowtham Degree College, Vijayawada
94. H.A. College of Education, Giddaluru
95. H.M.K.S. & M.G.S. Memorial College of Education,
Kanagala
96. Hindu College of Pharmacy, Guntur
97. Hindu College, Guntur
98. Ideal & S.K.C.M. Degree College, Markapur
99. Ignatious Degree College, gurajala
100. Immaculate Degree College, Kamchikacharla
101. Indian Inst. Of Hotel Management And Culinaryarts,
vijayawada
102. Indira Priyadarsni Law College, ongole
103. J.C. College of Law, guntur
104. J.K.C. College,guntur
105. J.M.J College for Women,tenali
106. Jupiter Degree College,guntur
107. K Chandrakala College (P.G), Nelapadu
 41

108. K R K Govt. Degree college,, addanki

109. K.A.M. & Sri Sai Degree College, tenali
110. K.B.N College, Viayawada
111. K.B.N P.G. College, Vijayawada
112. K.L. College of Engineering , Vaddeswaram
113. K.L.N Sanskrit College, tenali
114. K.L.R. Degree College, gadikaota
115. K.T.R. Women’s College,gudiwada
116. K.V.R College, nandigama
117. K.V.R., K.V.R.& R.K.R. College,Khajipalem
118. K.V.S.R.S. College of Pharamceutical
Sciences.,Vijayawada
119. Kakatiya Mahila Degree Kalasaka, Vijayawada
120. Kalikamba College of education,Chirala
121. Khasim Memorial College of education, Podili
122. Krishnaveni Degree College, Vinukonda
123. L R Prathiba Degree college, Tiruvuru
124. M.L. College of MBA, Singarayakonda
125. M.L. College of Pharmacy, Singarayakonda
126. M.M. College of education, Vijayawada
127. M.V.G.R Degree College, Battiprolu
128. M.V.R.S Viveka Degree College, Tenali
129. Magunta Subba Rami Reddy Degree College, Kondepi
130. Mahatma Gandhi College, Guntur
131. Maris Stells Colleges Vijayawada.
132. Matrusri Oriental
College,jillelamudi
133. Modern Degree
College,chilakaluripet
134. Montessori Mahila Klasala,vijayawada
135. Morning Star College,phirangipuram
136. Moulana Abdul Kalam Azad Degree College,vijayawada
137. Moulana Abdul Kalam Azad Degree College, Medarametla
 42

138. N.B.T & N V C College,narasaraopet

139. N.N.R& C.L. Degree College,ongole
140. N.N.S. Vidya College of P.G. Studies,cheerala
141. N.N.Swamy Vidya Degree College, cheerala
142. N.RK. & K.S.R Gupta Degree College,tenali
143. N.RT. Krishnavani Degree College,vinukonda
144. N.T.R Memorial Degree College,addamki
145. N. T.R.Degree college,sattenapalli
146. Nagarjuna College of education,cherukupalli
147. Nalanda Degree College,vijayawada
148. Nalanda Institute Of Management Studies,kantapudi
149. National Minority Degree College,chirala
150. Navya Chaitanya College of education,kandukuru
151. Nimra College of Business Management
(P.G.),ibrahimpatnam
152. Noble College,machilipatnam
153. Nova College of education, ibrahimpatnam
154. Nova P.G. College, vijayawada
155. Oega College of education,pamuru
156. N. C & K. RColiege,
Narasaraopet
157. P.B.N. College,nidubrolu
158. P.B.Siddhartha College Arts & Science,vijawada
159. P.N.C.A Degree College,singarayakonda
160. P.RS.M. National Degree College For Women,vuyyura
161. Pavitra Degree College,machilipatnam
162. Pedanandipadu College of Arts and
Sciences,pedanamdipadu
163. Ponnuru Degree College,ponnuru
 43

164. Prabhala Lakshminarayana Memorial Degree

College,nagarjuna nagar
165. Prabhas Degree College,vijayawada
166. Prasanthi Degree College,thiruvuru
167. Prathiba Degree College,kakinada
168. Priya Darisini Degree College,tenali
169. Priyanka College of education,ongole
170. RV.R & J.C. College of Engineering,guntur
171. RV.RR College of education, guntur
172. R.V.V.N. College,amaravthi
173. Ravindra Bharathi College of education,chirala
174. Repalle Christian College,repalle
175. Repalle Christian College of education,repalle
176. Rutviks Degree College,vijayawada
177. S M Y College of education,darsi
178. S.A.B.R Govt. Degree College,repalle
179. S.B.M.S.Degree College,pedakakani
180. S.B.Swamy Sanskrit College,ponnuru
181. S.D.M.S.M Kalasala,vijayawada
182. S.G.H.R & M.C.M.R College,guntur,
183. S.G.K.Oriental Collegethadikonda
184. S.G.L. Degree College,vujayawada
185. S.G.S. College,jaggaipet
186. S.G.T.& J.V.B.College,tuliuru
187. S.G.V. Oriental College,timmasamudram
188. S.K.B.R Govt. College,marcharla
189. S.K.RB.R College,narasaraopet
190. K.S.V. Degree College for Women,chilakaluripet
191. S.M.P.A. Degree College,cherukupalli
 44

192. S.M.R & S.G.R COLLEGE,penuganchiprolu

193. S.N.B.T. Degree College for women,repalle
194. S.N.B.T.M. College of education, repalle
195. S.N.Sanskrit College,chittiguduru
196. S.P.M.H. College of education for Girls,machilipatnam
197. S.P.Mahila Hindu Kalasala, machilipatnam
198. S.R.R. & C.V.R. Govt. College,, Vijayawada
199. S.R.S.V.R.G.N. College of Arts & Science, Mailavaram
200. S.S & N. College, Narasaraopet
201. S.S.Arts & Science College, Giddaluru
202. S.S.N Degree College, Ongole
203. S.V. Arts & Science College, Giddaluru
204 S.V.H College of Engineering, Machilipatnam
205 S.V.K.P. Arts & Science College, Markapuram
206 S.V.K.P. College, Podili
207 S.V.K.P. Degree College, Kumabum
208 S.V.R.M. College, Nagaram
209 Sadhana Degree College, Peturu
210 Sadineni Chowdaraiah College, of Arts & Science,
Maddirala
211 Sahm-ul-ulom College of education, Markapur
212 Sai Degree College, Tiruvuru
213 Saptagiri Degree College, Vijayawada
214 Sarada College, Vijayawada
215 Sarada P.G.College, vijayawada
216 Satavahana Degree College, Vijayawada
217 Siddharatha Instt of Hotel Management & CT, Vijayawada
218 Siddhartha College of Arts & Science, Guntur
219 Siddhartha Degree College, Guntur
220 SIMS College of Pharmacy, Guntur
221 SIMS Group of Institutions, Guntur
222 Smt. Chaluvadi Ratnavathi Mahila Degree College,
Vijayawada
 45

223 Smt. Y.K. & Smt. D.H.N.M. Degree Kalasala, KOndapalli

224 Smt. Sanagala Prameela Degree College, Namburu
225 SNBTM Co-education College (P.G), Repalle
226 Sri Balaji Degree College, Vijayawada
227 Sri Balasai Degre College, Machilipatnam
228 Sri Chaparala Satyanarayana Kalasala, Gudlavalleru
229 Sri Datta Sai degree College, Chimakurthi
230 Gayatri Vidya Parishad Degree College, Kandhukuru
231 Sri Harshini Degree College, Ongole
232 Sri J.L.N. Sastry College for women, Tenali.
233 Sri Jagruthi Degree College, Markapuram
234 Sri Kandula Obula Reddy Degree College, Besthavaripeta
235 Sri Krishna Sai Degree College, Gannavaram
236 Sri Krishnaveni Degree College, Vijayawada
237 Sri Mahaveer Memorial Jain Degree College, Guntur
238 Sri Majeti Guravaiah Degree College, Guntur
239 Sri Nagarjuna Degree College, Ongole
240 Sri Potti Sriramulau Degree College, Dharsi
241 Sri Prathidba Degree College, Ongole
242 Sri Rajiv Gandhi Degree College, Vijayawada
243 Sri Rajiv Gandhi Degree College, Kanumolu
244 Sri Rama Krishna Degree College, Ongole
245 Sri Sai Degree College, Recharla
246 Sri Sai Degree College, Vinukonda
247 Sri Sarada Degree College, Nuzid
248 Sri Sarada Niketanam Oriental College, Guntur
249 Sri Seva Nagaiah Memorial College of Education, Nuzvid
250 Sri Siddhartha Degree College for Sci.& Computers, Nuzvid
251 Sri Srinivasa Degree College,Vuyyuru
252 Sri Velagapudi Durgamba Siddhardha College of Law,
Vijayawada
253 Sri Venkateswara Degree College, Kollipara
254 Sri Venkateswara Degree College kalasala, Gannavaram
255 Sri Vidya Degree College, Gudivada
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256 Sri Vivekananda Degree College, Gallapalli

257 Sriji Degree College, Ongole
258 St.Ann’s Degree College for Women, Guntur
259 St.Antony’s Degree College,Edlapadu
260 St. John College of education, Cumbum
261 St. Joseph’s College of education, for Women, Guntur
262 St. Paul’s College of education, Giddaluru
263 St. Peter & G.Krishna College of education, Burripalem
264 Syed Appala Swamy College, Vijayawada
265 T.J.P.S College, Guntur
266 T.R.R & S.. Govt. Degree College College, Piduguralla
267 T.R.R. Govt. Degree College, Kandukuru
268 T.R.S & S.S.S. Degree College, Paruchuru
269 T.S.R & E.R.R. Govt. Degree College, Pamarru
270 Tarlapadu College of education, Tarlapadu
271 TCMT College, EDUGUNDLAPADU
272 The Hindu College, Machilipatnam
273 V S R Govt. Degree College, Movva
274 V.K.R College, BUDDAVARAM
275 V.R. Siddhartha Engineering College, Vijayawada
276 V.R.S & Y.R.N College, Chirala
277 V.S.L & M.R.K. Degree College, Tenali
278 V.S.R & A.M Degree College, MARTUR
279 V.S.R & N.V.R. College, Tenali
280 V.T.J.M & I.V.T.R. Degree College, Mangalagiri
281 V.V. & M. College, Ongole
282 Vasavi Degree college for Women, Narasaraopet
283 Venigalla Jayasri Ram College, Kolluru
284 Venkata Rama mahila Degree College, Nandigama
285 Vidyalaya Degree College, Gudivada
286 Vidyanjali Degree College, KAIKALURU
287 Vignan Degree College Peddapalakaluru
288 Vignan Degree College, Vissannapet
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289 Vikas College of education, Vissannapet

290 Vikasa Degree College, Visannapet
291 Vinukonda B.Ed College, Vinukonda
292 Vision Institute of Scinces & Technology, Bapatla
293 Viswabharathi Degree College, Jaggaiahpet
294 Viveka Arts & Science Degree College, Pamuru
295 Vivekananda College of education, Kandukuru
296 Vivekananda Degree College, Marturu
297 Westin College of Hotel Management, Vijayawada
298 Y.A.Govt. Collegde for Women, Chirala
299 Y.V. Rao Siddhartha College of education, Vijayawada

1.4.8. Role of Colleges in Inter-Collegiate Tournaments:

The Acharya Nagarjuna University Inter – Collegiate

Tournaments, in the following games shall be annually organized by the

Sports Board, Acharya Nagarjuna University on Single Zone, Central

Zone for men. All most all sports and games are in central Zone System.

1.5. Significance of the Present Study

The Achievement motivation is one of the key factors for success

in any act or profession. This can be implied even to sports. It is

observed that the aggressive behaviour and anxiety influence the

performance in games and sports. It is observed time and again that

aggressive players perform during tense periods of a game at the same

time they try to psychologically win with their characteristic behaviours.

The pressure to win enhances the anxiety of the players during their

play time. The researcher is intended to find these characteristics and

their inter-correlation among inter-collegiate players.