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American Journal of  Physical Education 
and Health Science (AJPEHS)

Analysing the Effects of  Indigenous Activity Intervention on the Aggressive Behaviour 
and Anxiety of  School Children
Anirpan Roy1*,  Atanu Das2,  Badshah Ghosh1

Volume 3 Issue 1, Year 2025
ISSN: 2992-9679 (Online) 

DOI: https://doi.org/10.54536/ajpehs.v3i1.3891
https://journals.e-palli.com/home/index.php/ajpehs

Article Information ABSTRACT

Received: October 18, 2024

Accepted: November 22, 2024

Published: March 03, 2025

This study investigates the impact of  indigenous activity (IA) programs on aggressive ten-
dencies among adolescents aged 12-14 in the Cooch Behar district, West Bengal, India. The 
study involved 120 participants, equally distributed between the experimental and control 
groups, with 60 subjects in each group. The experimental group underwent a 10-week IA 
training program, whereas the control group received no intervention. Aggression levels 
were assessed using the Aggression Questionnaire and Anxiety levels were assessed using 
the Manifest Anxiety Scale, and Anxiety levels were assessed using the Manifest Anxiety 
Scale before and after the intervention. The analysis revealed significant differences between 
the two groups across all aggression subcategories: Anger, physical aggression, hostility, 
and verbal aggression (p<0.05). Participants in the experimental group demonstrated more 
substantial reductions in aggressive behavior than those in the control group. The observed 
effect sizes ranged from small to moderate across different subcategories. The study also 
evaluates the effectiveness of  a novel cognitive-behavioral intervention program designed 
to address both aggressive and anxious behaviors simultaneously. Findings suggest that 
integrated approaches targeting both aggression and anxiety may be more effective than 
single-focus interventions. This research contributes to the understanding of  the complex 
interplay between aggression and anxiety in children and offers insights for developing tar-
geted interventions to promote emotional well-being and positive behavioral outcomes in 
educational settings.

Keywords
Activity Intervention, Aggressive 
Behaviour, Indigenous Activity

INTRODUCTION
The global escalation of  aggressive behavior among 
children is a multifaceted issue influenced by various 
factors, including home environment, exposure to violent 
content, media impact, and societal stresses (Loeber 
& Hay, 1997). Aggression frequently manifests as a 
symptom of  mental health conditions, such as ADHD, 
ODD, and CD, with problems exacerbated by limited 
mental health resources in developing countries (Frick & 
White, 2008; Kieling et al., 2011). The advent of  social 
media has introduced novel forms of  aggressive conduct, 
such as cyberbullying, in which online anonymity can 
facilitate harmful behaviors (Kowalski et al., 2014; Slonje 
& Smith, 2008). In India, aggressive behavior in children 
is further complicated by sociocultural factors, including 
traditional family expectations and academic stress 
(Saxena et al., 2018). The proliferation of  smartphones 
and internet connectivity has exposed children to 
potentially deleterious content, increasing the risk of  
aggressive conduct (Chaudhary et al., 2020). There is 
an urgent need for effective interventions that focus on 
enhancing parental support and mental health services 
(Kuppuswamy & Singh, 2021; Kuppuswamy & Kumar, 
2019). Traditional Indian games such as Kabaddi and 
Kho-Kho, emphasizing teamwork and self-control, offer 
a culturally relevant approach to addressing aggression. 
These activities could potentially constructively channel 
children’s energy and enhance emotional well-being 

in educational settings (Ghosh, 2019). This study 
investigates the potential of  interventions based on 
Indigenous activities to mitigate aggressive behavior 
and anxiety in school-age children, aiming to elucidate 
how cultural practices can contribute to emotional and 
behavioral development.

MATERIALS AND METHODS
Procedure
A fitness assessment was conducted on 212 male 
students, aged 12–13, from two prominent educational 
institutions in the Cooch Behar district of  West Bengal, 
India. The study selected 120 participants who achieved 
scores within levels 3 and 4 of  the fitness benchmarks 
established by the Ministry of  Youth Affairs and 
Sports’s Expert Committee, ensuring their capacity to 
engage in the training program. These subjects were 
subsequently allocated in equal numbers to the Control 
and Experimental Groups (60 per group), adhering to 
a Pre-Post Random Group Design. The investigation 
comprised two phases: pretest and posttest. Initial 
Aggression data was obtained using a translated version 
of  “The Aggression Questionnaire” and Manifest 
Anxiety Scale, which participants completed within 
their classroom settings. In the interim period between 
assessments, only the Experimental Group participated 
in a Training Protocol of  Indigenous Activities, 
encompassing six widely recognized traditional practices. 

1 Govt. College of  Physical Education for Women, Dinhata, Cooch Behar, India
2 Rabindra Mahavidyalaya Champadanga, Hoogly, India
* Corresponding author’s e-mail: anirpanfootbal@gmail.com



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Am. J. Phys. Educ. Health Sci. 3(1) 11-19, 2025

This protocol was formulated through an extensive pilot 
study involving subjects of  comparable age (Roy et al., 
2024) and was further refined based on pilot outcomes 
and expert guidance from esteemed Physical Education 
professionals. The investigation utilized The Aggression 
Questionnaire (Buss & Perry, 1992) was used to evaluate 
aggressive behavior. This 29-item instrument assesses 
four dimensions of  aggression: physical, verbal, angry, 
and hostile. Participants responded on a five-point Likert 
scale ranging from 1 (extremely uncharacteristic of  me) 
to 5 (extremely characteristic of  me). The questionnaire 
allowed for computation of  both the overall aggression 
score and individual subscale scores. Previous research has 
validated the reliability of  this instrument for adolescent 
populations (Santisteban & Ma Alvarado, 2009). The 
internal consistency coefficients (Cronbach’s alpha) were 
reported as 0.88 for physical aggression, 0.89 for verbal 
Aggression, 0.82 for anger, and 0.84 for hostility were.

Manifest Anxiety Scale
Dr. Tasneem Naquvi developed a manifest anxiety scale 
to evaluate anxiety levels in children. This instrument 
comprises 40 statements pertaining to the subjects, each 
accompanied by ‘YES’ and ‘NO’ options. Participants were 
required to carefully read and respond to each statement 
by selecting either ‘es or no. A score of  one is assigned 
for each ‘Yes’ response, while ‘No’ responses receive zero 
points. The total score ranged from a minimum of  0 to 
a maximum of  40. The scale was translated into Bengali 
with the assistance of  two experienced English and 
Bengali instructors at Jenkins School in Coochbehar. To 
ensure that the translated version maintained the intended 
meaning of  the original questionnaire, its content validity 
was verified (r=0.84).

Ten Weeks Indigenous Activity Training Intervention
Total no. of  Indigenous activities= Six. 

Table 1:  Ten Weeks Indigenous Activity Training Intervention
Days Activity Division

1st
  a

nd
 2

nd
  

W
ee

k

1st day Kit-kit, Golla-Chhut. 5 min. warm up, 40 min. indigenous activity, 5 min cooling down.  
2nd day Chhi-Buri, Pakki. 5 min. warm up, 40 min. indigenous activity, 5 min cooling down.  
3rd Day Kit-kit, Chhi-Buri, 5 min. warm up, 40 min. indigenous activity, 5 min cooling down.  
4th Day Golla-Chhut, Pakki. 5 min. warm up, 40 min. indigenous activity, 5 min cooling down.  

3rd
 a

nd
 4

th
 

W
ee

k

1st day Kit-kit, Golla-Chhut 5 min. warm up, 50 min. indigenous activity, 5 min cooling down.  
2nd day Chhi-Buri, Pakki. 5 min. warm up, 50 min. indigenous activity, 5 min cooling down
3rd Day Kit-kit, Chhi-Buri, 5 min. warm up, 50 min. indigenous activity, 5 min cooling down
4th Day Golla-Chhut, Pakki. 5 min. warm up, 50 min. indigenous activity, 5 min cooling down

5th
 a

nd
 6

th
 

w
ee

k

1st day Kit-kit, Golla-Chhut,  Pakki. 5 min. warm up, 50 min. indigenous activity, 5 min cooling down
2nd day Chhi-Buri, Pakki, Kit- kit. 5 min. warm up, 50 min. indigenous activity, 5 min cooling down
3rd Day Kit-kit, Golla-chhut Pakki, 5 min. warm up, 50 min. indigenous activity, 5 min cooling down
4th Day Golla-Chhut, Pakki, Chhi-Buri. 5 min. warm up, 50 min. indigenous activity, 5 min cooling down

7th
 &

 8
th
 w

ee
k

1st day Kit-kit, Golla-Chhut,  Pakki, 
Rumal Churi.

5 min. warm up, 50 min. indigenous activity, 5 min cooling down

2nd day Chhi-Buri, Pakki,  Rumal 
Churi, Golla-Chhut.

5 min. warm up, 50 min. indigenous activity, 5 min cooling down.

3rd Day Kit-kit, Golla-chhut Pakki, 
Rumal Churi.

5 min. warm up, 50 min. indigenous activity, 5 min cooling down.

4th Day Golla-Chhut, Pakki, Chhi-
Buri, Kit-Kit.

5 min. warm up, 50 min. indigenous activity, 5 min cooling down.

9th
 &

 1
0th

 W
ee

k

1st day Kit-kit, Golla-Chhut,  Pakki, 
Edur-Biral, Rumal Churi. 

5 min. warm up, 50 min. indigenous activity, 5 min cooling down

2nd day Chhi-Buri, Pakki, Kit- kit, 
Edur-Biral, Rumal Churi.

5 min. warm up, 50 min. indigenous activity, 5 min cooling down.

3rd Day Golla-chhut Pakki, Chhi-Buri, 
Edur-Biral, Rumal Churi.

5 min. warm up, 50 min. indigenous activity, 5 min cooling down.

4th Day Golla-Chhut, Kit-Kit, Chhi-
Buri, Edur-Biral, Rumal Churi.

5 min. warm up, 50 min. indigenous activity, 5 min cooling down.

Name of  the activities : Kit-kit, Golla-Chhut, Chhi-Buri, 
Pakki, Edur-Biral, Rumal Churi.

Analysis of  Data
After the completion of  ten weeks of  training program 



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various levels of  sub categories aggression (Table 2) both 
the groups was again measured and the collected data 
were analysed by using the IBM SPSS version 20. A one 
way analysis of  covariance (ANCOVA) was conducted 
to compare the effects of  IA on Post-test result of  the 
Experimental and control Groups of  various categories 
of  Aggression and Anxiety while controlling the Pre-test 
data as covariate. Shapiro-Wilk test and Levene’s test were 
conducted to meet the assumptions.

RESULTS AND DISCUSSION
The study revealed that there were significant 
differences between Control and Experimental groups 
in Sub Categories of  Aggression i.e. Anger (A), Physical 
Aggression (PA), Hostility (H) and Verbal Aggression 
(VA)  as F value respectively F (1,117) = 7.809, 4.648, 
5.967, and p= <0.05 (Table 2). The Post hoc tests showed 

there were significant differences between the scores of  
the three groups. The partial Eta Squared values (Table 
2) indicate the effect size and should be compared with 
the Cohen’s guideline (0.2 = Small effect, 0.5 = Moderate 
effect, 0.8= Large effect). According to that for both 
groups the effect size was small (PA & VA) to moderate 
(H &A). The Partial Eta Squared value showed the 63%, 
38%, 69% and 49% of  variance in A, PA, H and VA score 
respectively of  both groups when controlling the Pre-test 
Scores.
The results of  the Levene’s Test (Table 2) were insignificant 
(p= >0.05), indicated that the group variances did 
not exist. Hence, the assumption of  homogeneity of  
variances was not violated.
The normality of  the data was tested by the Kolmogorov-
Smirnov formal test. Table 2 shows the insignificant (p= 
>0.05), indicating the data were normally distributed. 

Table 2: Computation of  ANCOVA of  Experimental and Control Groups on Aggressive Sub Category

A
gg

re
ss

io
n 

su
b 

C
at

eg
or

y

G
ro

up
s

M
ea

n 
&

 S
D

 
(P

re
 T

es
t)

M
ea

n 
&

 S
D

 
(P

os
t T

es
t)

Te
st

 re
su

lts
 o

f 
no

rm
al

ity
(p

=
0.

05
)

Te
st

 re
su

lts
 o

f 
H

om
og

en
ei

ty
(p

=
0.

05
) 

F 
Va

lu
e

Si
g 

(p
=

0.
05

)

E
ta

 s
qu

ar
e

Anger (A) Control 19.67
±6.81

19.68
±6.26

Pre= 0.163 (p= >0.05)
Post= 0.198 (p= >0.05)

0.498 >0.05 7.809 <0.05 0.063

Experimental 20.15
±6.51

19.18
±5.87

Physical 
Aggression 
(PA)

Control 23.93
±8.13

23.98
±7.97

Pre= 0.197 (p= >0.05)
Post= 0.187 (p= >0.05)

0.706 >0.05 4.648 <0.05 0.038

Experimental 23.90
±7.90

23.32
±7.83

Hostility 
(H)

Control 21.20
±6.89

21.03
±6.31

Pre= 0.186 (p= >0.05)
Post= 0.187 (p= >0.05)

0.638 >0.05 8.176 <0.05 0.069

Experimental 21.37
±6.95

20.55
±6.27

Verbal 
Aggression 
(VA)

Control 14.90
±4.89

15.12
±4.96

Pre= 0.190 (p= >0.05)
Post= 0.187 (p= >0.05)

0.501 >0.05 5.967 <0.05 0.49

Experimental 15.23
±4.78

14.67
±4.65

Table 3: The mean and standard deviation of  Anxiety Scores
Groups Pre-Test Post-Test

Mean SD* Mean SD
Control Group (N=60) 24.93 ±4.88 23.27 ±3.30
Experimental Group (N=60) 25.35 ±5.04 16.80 ±3.01

The mean and standard deviation of  Anxiety in both 
groups are presented in Table 3.
There was a significant difference between Control 
and Experimental group [F (1,117)= 133.798, p=<.05] 
(Table 4). A Post hoc test showed there was a significant 
difference in between anxiety score of  both groups. 
The partial Eta Squared value indicates the effect size 

and should be compared with the Cohen’s guideline 
(0.2 = Small effect, 0.5 = Moderate effect, 0.8= Large 
effect). According to that for both groups the effect size 
is moderate. The Partial Eta Squared value showed the 
53.3% of  variance in Anxiety scores of  both groups 
when controlling the Pre-test Anxiety Scores.



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Table 5 shows the results of  the Levene’s Test is 
insignificant (p= >0.05), indicating that the group 
variances did not exist. Hence, the assumption of  
homogeneity of  variances was not violated.   
The normality of  the data was tested by the Shapiro-wilk 

formal test. Table 6 shows the insignificant (p= >0.05), 
indicating the data were normally distributed. Also both  
Q-Q plot shows the same result. 

Tests of  Normality

Table 4: The difference between the Control and Experimental Groups
Sum of  Squares df Mean Square F Sig. Partial Eta Squared

Contrast 1276.878 1 1276.878 133.798 .000 .533
Error 1116.572 117 9.543

Table 5: Levene’s Test result
F df1 df2 Sig.
.120 1 118 .730

Table 6: Result of  normality testing
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic df Sig.

Pre .070 120 .200* .984 120 .157

Discussion
The present study focused on aggressive behavior in high 
school students and aimed to demonstrate the efficacy of  
an IA intervention in reducing such behavior. The findings 

indicated that adolescents in the experimental group, 
following 10 weeks of  IA interventions administered four 
times per week, exhibited significantly greater reductions in 
aggression and anxiety than adolescents in the control group

Figure 1: Q-Q Plot of  Pre-test score

Figure 3: The difference (%) between Pre and post test results of  groups.
In X-axis 1= Anger, 2 = Physical Aggression, 3 = Hostility, 4 = Verbal Aggrression

Figure 2: Q-Q Plot of  Post-test score



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Studies have shown that engaging in extracurricular 
physical activity is instrumental in reducing aggressive 
behavior among teenagers (Eccles et al., 2003; Park et al., 
2017). However, few studies have specifically investigated 
the effects of  team sports interventions on youth mental 
health (Hammami et al., 2014; Shachar et al., 2016; 
Hammami et al., 2018; Trajković et al., 2020a). Most of  
these studies have focused on various forms of  recreational 
soccer, with only one study encompassing a wider 
array of  sports (Shachar et al., 2016). This investigation 
revealed that after-school sports programs, including 
basketball, soccer, volleyball, martial arts, and capoeira, 
were more efficacious than standard physical education 
(PE) classes in reducing anger, hostile thoughts, physical 
aggression, and negative emotions in children aged 
8–12 years. Consistent with our findings for the overall 
sample, Trajković et al. (2020a) observed a significant 
decrease in physical aggression among high school 
students participating in an 8-month recreational soccer 
program. Our study not only demonstrated a reduction 
in physical aggression but also in verbal aggression and 
anger. These outcomes suggest that participation in team 
sports can promote cooperation, sharing, and improved 
relationships between peers and adults, thereby enhancing 
psychological well-being (Pedersen & Seidman, 2004). 
Furthermore, unlike contact sports, volleyball does not 
involve direct physical confrontation, thus potentially 
mitigating the risk of  physical violence (Mutz, 2012). 
Our research indicates that adolescents can apply positive 
behaviors learned during sports to nonathletic situations. 
Several models have been proposed to address aggression 
or improve aggressive behavior management, with one 
effective approach being the enhancement of  adolescents’ 
self-control skills through indirect means (Ronen et al., 
2007). Research supports the role of  self-control skills 
as mediators in reducing aggressive behavior (Shachar et 
al., 2016). Park et al. (2017) emphasized that after-school 
sports activities offer numerous psychological benefits, 
including fostering self-effacement, mutual respect, and 
consideration. The present study found that participants 
in small-sided volleyball reported higher levels of  

enjoyment than those in traditional PE classes (Chart 
3), which may contribute to the observed decrease in 
aggressive behavior.
The substantial F-value [F(1,117)= 133.798, p<0.05] 
indicated a statistically significant relationship between 
the IA training program and participants’ anxiety levels. 
The eta-squared value of  .53 suggests that approximately 
53% of  the variance in anxiety scores can be attributed 
to the IA program. The study observed a 30% reduction 
in severe anxiety in the experimental group following the 
IA training (Table 4). Research has demonstrated that 
physical activity exerts a positive influence on stress and 
anxiety levels (Anderson, 2013; Robinson, 2019; Mayo, 
2017; Akandere, 2008; Naderi, 2019). Aerobic exercise 
effectively alleviates depression in pediatric patients with 
cancer and diminishes anxiety symptoms (Naderi, 2019; 
Akandere, 2008; Akandere, 2011; Nejad, 2015; Carek, 
2011). Regular physical activity decreases reactivity in the 
sympathetic nervous system and hypothalamic-pituitary-
adrenal axis, modulates hormone release and enhances 
serotonin and endorphin levels (Crews, 1987; Åstrand, 
2003; Jackson, 2006; Rimmele, 2007; Salmon, 2001; 
Droste, 2003; Dunn, 1991; Meeusen, 1995; Wilson, 1996; 
Chaouloff, 1997). Exercise influences neurotransmitters by 
increasing dopamine, serotonin, noradrenaline, and GABA 
levels, elevates endorphins, attenuates the impact of  stress 
hormones on the hypothalamic-pituitary-adrenal axis, 
induces relaxation through increased body temperature, and 
redirects attention from anxiety through activities such as 
aerobic exercise and dance (Naderi, 2019; Anderson, 2013; 
Alikhani, 2015; Kolehmainen, 2014; Atkinson, 2009). Van 
Loon et al. (2023) examined school-based skills-training 
programs for adolescents with psychological needs. The 
current study revealed greater benefits from a ten-week IA 
training program, with an effect size (0.53) comparable to 
or exceeding that of  psychotherapy and pharmacotherapy 
(SMDrange = −0.22 to −0.37) (Twomey, 2015; Cipriani, 
2018). Regular IA, performed four times per week for 
50-60 minutes over a minimum of  ten weeks, influences 
physiological and psychological mechanisms, resulting in 
reduced anxiety levels.

Figure 4: Pre score of  Control Group Figure 5: Post score of  Control Group



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Limitations
Sample Size Constraints
The study’s participant pool of  120 individuals may not 
be sufficiently representative of  a broader population. 

Restricted Age Range
The focus on adolescents aged 12-14 limits the 
generalizability of  the results to other age groups.

Geographic Specificity
The study’s confinement to the Cooch Behar district of  
West Bengal, India may restrict its applicability to other 
regions or cultural contexts.

Gender Homogeneity
The apparent inclusion of  only male participants, as 
indicated in the methodology section, potentially limited 
the generalizability of  the findings to female students. 

Brief  Intervention Period
The 10-week training program duration may be insufficient 
to assess the long-term effects of  the intervention.

Limited Scope of  Indigenous Activities
The study’s focus on six specific traditional activities may 
not encompass the full range of  indigenous games and 
their potential impact.

Absence of  Follow-Up Assessments
The study did not include follow-up evaluations to 
determine the persistence of  observed effects over time.

Potential Self-Reporting Bias
The reliance on self-reported questionnaires to assess 
aggression and anxiety may introduce response bias.

Future Research Scope
1. Conduct extended research to evaluate the long-term 

effects of  traditional indigenous activities on children’s 
aggressive behavior and anxiety levels.

2. To examine the impact of  programs incorporating 
indigenous activities on various aspects of  mental health 
and well-being, including depression, self-esteem, and 
interpersonal skills.

3. Evaluate the efficacy of  indigenous activities in 
reducing aggression and anxiety compared to other 
physical exercises or sports-based interventions.

4. Investigate the potential of  traditional activities to 
address specific behavioral challenges, such as cyberbullying 
or academic-related stress, among students in India.

5. Analyze the influence of  cultural elements on the 
effectiveness of  indigenous activity interventions across 
India’s diverse regions.

6. Determine the optimal duration and frequency of  
indigenous activity programs to maximize behavioral 
benefits.

7. Explore the underlying mechanisms through which 
indigenous activities affect aggression and anxiety, such as 
alterations in neurotransmitter levels or stress hormone 
regulation.

8. Evaluate the capacity of  indigenous activities to 
enhance academic performance and cognitive function in 
conjunction with behavioral outcomes.

Figure 6: Pre score of  Experimental Group Figure 7: Post score of  Experimental Group

Table 7: 
Pre Test Post Test

Groups

Ve
ry

 L
ow

Lo
w

M
od

er
at

e

N
or

m
al

H
ig

h

Ve
ry

 
H

ig
h

Ve
ry

 L
ow

Lo
w

M
od

er
at

e

N
or

m
al

H
ig

h

Ve
ry

 
H

ig
h

Control Group 0 0 6.67 31.67 38.33 23.33 0 0 8.33 41.67 41.67 8.33
Experimental Group 0 0 11 25 33.33 30 0 8.33 35 51.67 5 0



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9. Assess the feasibility of  integrating indigenous 
activity programs into standard school curricula and 
measure their effects on overall student well-being.

10. Study the potential of  indigenous activities to 
address aggression and anxiety in specific populations, 
such as children with ADHD or those on the autism 
spectrum.

Social Implications
Decrease in Aggressive Conduct
The indigenous activity (IA) intervention program 
notably diminished various types of  aggression (physical, 
verbal, anger, and hostility) in adolescents, possibly 
resulting in enhanced social interactions and less conflict 
in educational institutions and neighborhoods.

Lessening Anxiety
The IA program led to a 30% decrease in severe anxiety 
among participants, potentially contributing to improved 
mental well-being and social functioning in teenagers.

Cultural Significance
Utilizing traditional Indian games such as Kabaddi and 
Kho-Kho presents a culturally suitable method for 
tackling behavioral issues, possibly increasing acceptance 
and involvement in such interventions.

Substitution For Digital Media
The IA program offers a productive alternative to 
excessive digital media use, which has been associated 
with increased aggression in young people.

Enhanced Peer Relations
Engaging in team sports can foster cooperation, sharing, 
and improved relationships between peers and adults, 
thus strengthening their overall social abilities.

School-Centered Intervention
The research showcases the potential for implementing 
effective behavioral interventions within educational 
environments, which could lead to improved school 
atmosphere and student welfare.

Economic Approach
The IA program presents a potentially cost-effective 
method for addressing behavioral issues compared to 
more resource-intensive interventions, making it accessible 
in developing nations with limited mental health resources.

Encouragement of  Physical Activity
This intervention promotes regular physical activity, 
which has broader health advantages beyond reducing 
aggression and anxiety.

Stress Control
The program’s effects on decreasing anxiety suggest that 
it could be a valuable tool for assisting adolescents in 
managing academic and social pressure.

Potential for Widespread Adoption
The positive outcomes of  this study may encourage the 
implementation of  similar programs in other schools and 
communities, potentially benefiting a larger adolescent 
population. 

CONCLUSION
This study demonstrates the effectiveness of  a 10-
week Indigenous Activity (IA) intervention program 
in reducing aggressive behavior and anxiety among 
adolescents aged 12-14 in Cooch Behar, West Bengal, 
India. The experimental group that participated in the IA 
program exhibited significant reductions in all aggression 
subcategories (anger, physical aggression, hostility, and 
verbal aggression) compared with the control group. 
The effect sizes ranged from small to moderate across 
different subcategories. Furthermore, the investigation 
revealed a substantial decrease in anxiety levels among 
participants in the IA program, with the intervention 
accounting for approximately 53% of  the variance in 
the anxiety scores. These results suggest that structured, 
culturally relevant physical activities can significantly 
contribute to promoting positive behavioral changes and 
enhancing psychological well-being in adolescents. These 
findings align with previous research on the benefits 
of  after-school sports programs and team-oriented 
activities in reducing aggression and improving mental 
health. The success of  IA intervention highlights the 
potential of  incorporating traditional games and activities 
into educational settings as a strategy for addressing 
behavioral issues and promoting emotional development 
in youth. This research contributes to the growing body 
of  evidence supporting the use of  culturally appropriate 
physical activity-based interventions in managing 
aggressive behavior and anxiety among adolescents. 
Future studies should explore the long-term effects of  
such interventions and their potential applications across 
diverse cultural contexts. The positive outcomes of  this 
study may encourage broader implementation of  similar 
programs in other schools and communities, potentially 
benefiting a larger adolescent population.

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Alikhani, H., & M., M. (2015). The effects of  exercise on 
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