Many conflict situations occur in ones lives so it is especially important to know how to communicate and turn the conflict into good-natured dispute with useful conclusions for both sides. Very often conflicts associates with aggression, argumentation, anger and losses. So it is widely claimed that the conflicts are undesirable and must be avoided and solved early in the beginning (A. Sakalas ir V. Silingienė, 2000, p.156).
In the dictionary of Psychology terms the concept conflict (lot. conflictus) is referred to cognitive contradiction states that arise because of not being able to choose an agreeable decision in the situation of different trends, these are quarrels, disputes, disagreements, that may lead to complications.
Adolescence is referred to life stage which is between childhood and adulthood. It lasts from the beginning of physical sexual maturation till the social status of independent adult life is achieved. The limits of adolescence are very relative, most often they continue from 12 till 18 years old. The adolescence is sometimes divided into several stages (R. Zukauskiene, 1998): early (age from 12 till 14), transitional (age of 15) and late (age from 16 till 18). The precise end of adolescence is impossible to determine.
Goal of the work – is to disclose the characteristics of conflicts of teens (girls and boys, age of 12-13, 14-15) during physical training lessons. In order to reach the goal we have set the following objectives:
1. To explore the characteristics of boys and girls conflicts, of age of 12-13 and 14-15 years in the physical training lessons.
2. To compare the characteristics of conflicts in physical training lessons between general education and gymnasium teens (girls and boys, 12-13 and 14-15 year old).
3. To determine the strategies for solving conflicts between teens (boys and girls, 12-13 and 14-15 year old) in physical training lessons.
Research hypothesis – the conflicts during physical training lessons are more characteristic to girls, rather than boys.
Research methods: Analysis of scientific literature, survey using questionnaire, mathematical statistics, data processing using computer.
1. It is not determined that girls are more likely to conflict with teachers and classmates during physical training lessons comparing with boys (p>0,05). Thus the hypothesis, that conflicts during physical training lessons are more characteristic to girls rather than boys did not proved out.
Comparing girls of different age groups (12 – 13 and 14 – 15 year old), their rate of conflicting differs significantly (p<0,05) – younger girls conflict more often.
2. In Kaunas S.Daukantas Secondary School boys are more likely to conflict in physical training lessons, while in Vytautas Magnus University (further, VMU) Kaunas “Rasa” Gymnasium more conflicts are risen by girls; and these differences are statistically significant (p<0,05). The objects of conflicts during physical training lessons, both in VMU Kaunas “Rasa” Gymnasium and in Kaunas S.Daukantas Secondary School differs significantly from the standpoint of statistics (p<0,05). Girls are more likely to conflict with physical training teacher, while boys – with their classmates. Depending on the age, the reasons for teens to conflict with their classmates and with their teacher differs statistically significantly (p<0,05). The feelings that are experienced during the conflict (and its distribution) also differs significantly (p<0,05) for boys and girls.
3. While solving conflict situations the teens most often try to prove their truth, but conflict solving methods used by girls and boys both in VMU Kaunas “Rasa” gymnasium and Kaunas S.Daukantas Secondary School differ significantly from the view of statistics (p<0,05). Besides, it also depends on age (p<0,05).
While solving conflicts teachers tend to reach a compromise. However, the methods used for conflict solving in VMU Kaunas “Rasa” Gymnasium and Kaunas S.Daukantas Secondary School differ statistically significantly (p<0,05).
Most often the teens expect some help from their friends during the conflict. However, no statistically reliable correlations were found between that who is expected to provide help during the conflict with physical training teacher and the features like gender or age (p>0,05). No differences were found comparing different age groups (p>0,05). The behaviour of both boys and girls after conflict in both VMU Kaunas “Rasa” Gymnasium and Kaunas S.Daukantas Secondary School differs statistically significantly (p<0,05).
Raktažodžiai: conflict, adolescence, physical training