The Impact of Martial Arts Training on the Level of Aggression among University Students

Abstract

Relevance. The increasing prevalence of aggressive behavior among university students highlights the need to identify effective means of its prevention and correction within the process of physical education. Particular attention is given to martial arts as a form of activity that combines physical exertion with the development of self-control and emotional regulation; however, their impact on aggressive behavior remains insufficiently defined and inconsistent in the scientific literature. Purpose and Methods. The aim of the study was to experimentally examine the effect of incorporating elements of martial arts into the physical education of students on indicators of aggressive behavior. The study involved 56 students aged 18–21 majoring in Secondary Education (History and Civic Education) and Cybersecurity and Information Protection at Lesya Ukrainka Volyn National University. The participants were divided into a control group and an experimental group. The level of aggression was assessed using the Buss–Durkee Hostility Inventory. The experiment lasted 12 weeks and involved the integration of martial arts elements into the physical education classes of the experimental group. Results. It was found that after the completion of the experiment, students in the experimental group demonstrated a statistically significant decrease in physical aggression (from 6.9 ± 1.1 to 4.8 ± 1.0), verbal aggression (from 6.6 ± 1.2 to 4.9 ± 1.1), indirect aggression (from 5.5 ± 1.0 to 4.3 ± 0.9), irritability (from 6.3 ± 1.2 to 4.7 ± 1.1), suspicion (from 7.3 ± 1.3 to 5.1 ± 1.2), and resentment (from 5.9 ± 1.1 to 4.2 ± 1.0) (p < 0.05), whereas no significant changes were observed in the control group. At the same time, an increase in the guilt score was recorded (from 4.1 ± 1.0 to 4.8 ± 1.0), which may indicate enhanced reflexivity and improved self-regulation. Conclusions. The obtained results confirm the effectiveness of martial arts as a means of psychological and pedagogical influence within the system of physical education in higher education institutions.