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Comparison of multiple intelligence fields of physical education and sports college students
Abstract
Aim of this study was to identify and compare the areas of multiple intelligence of School of Physical Education and Sports students according to some parameters. Research group consists of 185 people, chosen randomly, who studied at Sakarya and Gaziantep University School of Physical Education and Sports during the academic year of 2014–2015. In this research "Self-Evaluation Survey in Multiple Intelligence" developed by Gardner and adapted toTurkish and customized the validity and reliability of this survey by Saban was used as a data collection tool. "Anova Test" was used to determine the differences between intelligence scores, and "Tukey HSD Test” was used to define the different group. The data collected by using survey was analyzed by using Spss 21 for Windows package program. As a result of the this study, In contrast to students' social, physical, inherent and naturist intelligence, there is a significant difference between linguistic, visual and musical intelligence in favor of the female students and logical intelligence in favor of the males students. In addition linguistic intelligence of subjects was found significantly different according to their deparment variables. Logical, visual, physical, musical, social, inherent and naturist intelligence were found at the same level. School of Physical Education and Sports students were found significantly higher level of logical, visual, physical and naturist intelligence areas. Moreover, department of Sports Management students were showed higher level of linguistic, musical, social and inherent intelligence areas, in comparison to other School of Physical Education and Sports departments’ students.
... Bu nedenle zeka alanlarının belirlenmesi bireylerin öğrenmeleri hakkında bize ipuçları sunabilir. Gardner'ın öne sürdüğü zeka alanlarını Doğanay ve Tok (2014) şu şekilde açıklamaktadırlar: Kul, 2015;Kemec, 2016;Bilir ve Şirin, 2017). ...
zet: Bu çalışmada, hokey sporcularının çoklu zeka alanları ve antrenörlerinin liderlik davranışlarını algılamaları arasındaki ilişkinin incelenmesi amaçlanmıştır. Bu çalışma tanımlayıcı ve ilişkisel bir çalışma olarak tasarlanmıştır. Mersin ilinde düzenlenen "2017-2018 Sezonu Salon Süper Lig"e katılan sporculardan, 56 kadın ve 62 erkek toplamda 118 sporcu örneklem grubunu oluşturmuştur. Veriler, Chelladurai ve Saleh (1980) tarafından geliştirilen "Sporda Liderlik Ölçeği" ve Gülşen (2015) tarafından geliştirilen "Çoklu Zeka Alanları Değerlendirme Ölçeği" aracılığıyla toplanmıştır. Verilerin analizinde; frekans, yüzde, ortalama hesaplamaları ve Spearman's rho korelasyon testi kullanılmıştır. Çalışmanın bulgularına göre; sporcuların müziksel zeka alanlarının orta düzeyde gelişmiş; sözel, mantıksal, görsel, bedensel ve içsel zekalarının gelişmiş; doğacı ve sosyal zekalarının da çok gelişmiş düzeyde olduğu saptanmıştır. Sporcuların antrenörlerinin liderlik davranışlarını en yüksek eğitim ve öğretim, en düşük otokratik davranış alt boyutlarında algıladıkları görülmüştür. Sporcuların çoklu zeka alanları ile antrenörlerinin liderlik davranışları algılamaları arasında sözel zeka ile eğitim öğretim ve sosyal destek arasında pozitif orta düzeyde bir ilişkinin olduğu belirlenmiştir. Sonuç olarak sözel zekası gelişmiş sporcular, antrenörlerinde eğitim ve öğretim, sosyal destek liderlik davranışlarını daha iyi algılamaları yönünde ipucu sunduğu söylenebilir. Abstract: In this study, it is aimed to investigate the relationship between the multiple intelligence areas of the hockey athletes and their perception concerning their coaches' leadership behaviours. This study was designed as descriptive and relational. 118 athletes, 56 of them females and 62 of them males, who participated to 2017-2018 Indoor Super League Season consitute the sample group. Data were gathered through Leadership Scale for Sport (LSS) which was developed by Chelladurai and Saleh (1980) and The Scale for Assessment of Multiple Intelligence Areas which was developed by Gülşen (2015). Frequencies, percentage, mean scores and Sperman's rho correlation tests were used for the analysis of the data. According to the findings of the study, It has been found that the hockey athletes have medium level advanced musical intelligence; advanced verbal, logical, visual, physical and internal intelligence and very advanced naturalist and social intelligence. It has been found that the athletes perceive the leadership behaviours of their coaches at most in training and instruction whereas at least in autocratic behaviour sub-dimensions. It has been determined that there is a positive moderate relationship between verbal intelligence and training and instruction and social support concerning the multiple intelligence areas of the hockey athletes and their coaches' leadership behaviours they perceive. As a result, it can be said that the athletes who have advanced verbal intelligence give clue on that they perceive the leadership behaviours more clear concerning training and instruction and social support in their coaches.
... In literature, significant differences were found in studies conducted on individuals who do sports and those who do not in terms of their intelligences. Kemec, (2016);Kul, (2015); Kutz, Dyer, and Campbell (2013); Tekin et al., (2008); Bayrak, Çeliksoy, and Çeliksoy(2005) are in parallel with the results of our study. ...
The aim of this study is to figure out profiles of bridge players and analyzing them according to their intelligence areas. The sample of the study is consist of 100 volunteers out of 200 bridge players who have attended "Çukurova open double bridge championship" in Adana, Turkey at February 2016. Data have been collected via "Personal Information Form" and "Multiple Intelligence Areas Assessment Scale" developed by Gülşen (2015). Data have been analyzed not only via descriptive statistics but also Mann Whitney U test was used for double comparison and Kruskal Wallis H test for multiple comparison. The profile of the players contributed to the study is; 30% women, 70% men, 25% of the population is between 51 and 60 years age, 67% is married, 71% has bachelor degree, 57% is working for government sector and 33% for private sector. Most of the players are working as teacher, engineer, or medical doctor and 50% of the population is performing a physical activity like walking, football and basketball. It is found that players' internal intelligence area is the highest among all intelligence areas; additionally the lowest one is found as the rhythmic intelligence. It is determined that the players' from different business sectors have significant differences among internal, analytic, interpersonal, physical/kinesthetic intelligence areas, and significant difference is determined for the physical/kinesthetic intelligence among the players who perform physical activities and who do not.
The purpose of this study was to examine the relationship between effective communication skills and verbal intelligence levels of Faculty of Sports Sciences students according to variables such as gender, department, age, academic grade point average (GPA), and way of taking the Effective Communication Skills (ECS) course. The correlational survey model was used in the research. The subjects were 230 volunteer university students, chosen by simple random sampling method. The Multiple Intelligence Areas Inventory and The Effective Communication Skills Scale were used. The result showed that there was a significant difference in favor of female students in terms of effective listening by gender. A significant difference was found in favor of the Recreation Department in terms of self-recognition/self-disclosure, I-language, and verbal intelligence sub-dimensions. A significant difference was found in favor of 21-23 age in self-recognition/self-disclosure sub-dimension by age variable. According to academic GPA, a significant difference was found in the verbal intelligence sub-dimension in favor of those whose academic GPA was 3.15-3.57. In addition, according to way of taking the ECS course, a significant difference was found in favor of the compulsory course in the sub-dimensions of ego supportive language, self-recognition/self-disclosure, and I-language. Besides, it was determined that there is a positive and significant relationship between students' effective communication skills and verbal intelligence levels. As a result, it has been determined that, in terms of the development of communication skills, it is important that the ECS course is included in the curriculum as part of the compulsory course.
zet: Bu çalışmanın amacı, beden eğitimi ve spor yüksekokulu öğrencilerinin bedensel/ kinestetik zekâ alanlarının farklı değişkenler açısından incelenmesi ve akademik başarı arasındaki ilişkisinin belirlenmesidir. Çalışmaya Sakarya Üniversitesi Beden Eğitimi ve Spor Yüksekokulu'nda üçüncü ve dördüncü sınıflarda öğrenim gören 60 kadın ve 103 erkek olmak üzere toplam 163 öğrenci (X yaş = 22.90±1.68) (X notortalaması = 2.61±0.48) gönüllü olarak katılmıştır. Öğrencilerden 80'i (%49.1) üçüncü sınıfa devam ederken, 83'ü (%50.9) ise son sınıfta okumaktadır. Çalışmanın amaçları doğrultusunda araştırmacı tarafından hazırlanan kişisel bilgi formu ve Gardner (1983) tarafından geliştirilen ve Seber (2001) tarafından tekrar revize edilen Çoklu Zekâ Alanlarında Kendini Değerlendirme Ölçeği'nin Bedensel/Kinestetik Zekâ Alanı kullanılmıştır. Elde edilen verilere betimsel istatistiksel işlemler (aritmetik ortalama ve standart sapma) uygulandıktan sonra bedensel/ kinestetik zeka ile akademik başarı arasındaki ilişkiyi incelemek için pearson korelasyon analizi, değişkenler arasındaki farklılıkları tespit etmek amacıyla da Independent Samples T-test analizleri yapılmıştır. Tüm analizlerde anlamlılık düzeyi olarak 0.05 kullanılmıştır. Yapılan pearson korelasyon analizleri incelendiğinde bedensel/kinestetik zeka ile akademik başarı arasında pozitif yönde anlamlı bir ilişki bulunmuştur (p<0.05). Katılımcıların cinsiyet, sınıf ve spor türü değişkenine göre bedensel/kinestetik zekâları arasında istatistiksel olarak anlamlı bir farklılık bulunamamıştır (p>0.05). Abstract: The purpose of the study is to investigate the relationship between academic success and physical/kinesthetic intelligence zone of physical education and sports student. The sample of the study consists of totally 163 students (X age = 22.90 ± 1.68) (X markaverage = 2.61 ± 0.48). The students were chosen from third and fourth grades (60 women and 103 men) of Sakarya University Physical Education and Sports teaching department, training department, sport management and recreation department. While 80 (%49.1) students were chosen from third grades, 83 (%50.9) were chosen from fourth grades. Personal information form prepared by the researchers for the purposes of the study. Self-Assessment Scale in Multıple-Intellıgence Fıelds, which was formed by Gardner (1983), was used in the study. Turkish adaptation of the scale was done by Seber (2001). In the scale physical/kinesthetic intelligence zone was used. After applying descriptive statistical procedures (mean and standard deviation) to the obtained data, a correlation analysis to determine the relationship between physical/kinesthetic intelligence and academic success and Independent Samples T-test to determine the differences between variables was done. Significance level was determined as 0.05. When examining the correlation analysis a significant correlation was found between academic success and positive physical/kinesthetic intelligence (p<0.05). No significances differences were found among participants in physical/kinesthetic intelligence in terms of gender and grade (p>0.05).
The majority of the schools of physical education and sports in Turkey consist of three departments, which are physical education and sports teaching department, coaching education and sports management departments. All of these departments are applying similar entrance examinations, and mostly similar curriculum and learning styles to the students. The purpose of the present study was to determine multiple intelligence domains of the School of Physical Education and Sports’ students, and to compare them according to variables of departments. "Multiple Intelligence Scale" designed by McClellan and Conti was the medium of the data collection procedure. The scale was applied to 285 participants (113 female and 172 males), recruited from the School of Physical Education and Sports of Cumhuriyet University. The average age of the participants was 21.37 (20.67 for females and 21.84 for males). Values obtained from the scale were statistically analysed using SPSS by means of frequencies and percentages, ANOVA and “Student's t-test”. Alpha level was set as 0.05 for statistical significance.
Intra-personal intelligence was determined as the highest intelligence area for the students of all three groups recruited from each department. After bodily-kinesthetic intelligence, existential intelligence was found to be the second highest area for students of coaching education department, unlike the other two departments. According to this, the curriculum and learning methods applied to the students should be re-evaluated by taking the differences in the dominant intelligence areas between the departments into consideration.
The purpose of this research is to compare multiple intelligence areas of students at sports high schools and at public high schools. Research group was composed of totally 658 students who were chosen randomly 321 students at sports high schools and 346 students at public high schools in Malatya, Eskişehir, Trabzon and Erzurum Cities. As data collection tool in this research,” The Multiple Intelligence Areas Scale For Educationist” improved by Saban (2003) was used. As data collection tool in this research,” The Multiple Intelligence Areas Scale for Educationist” improved by Saban (2003) was used. Independent–samples T Test for comparing pair and One-way Anova Test and LSD Test for comparing multiple were used in analyzing the data and significant level was chosen as α=0,05. As a result of the research, it was found that according to their sexuality, there was the meaningful different (p< 0,05) among verbal, visual, musical, interpersonal and intrapersonal intelligences in girls’ favour; that according to their class, there was the meaningful different (p< 0,05) among verbal, logical, interpersonal and intrapersonal intelligences of all students; that only the bodily intelligence of students at high schools was better than students at public high schools; that verbal, logical, visual and intrapersonal intelligences of students at public high schools were better than students at sports high schools (p< 0,05). Besides it was determined that development levels of musical, interpersonal and naturalistic intelligences of both students at public high schools and sports high schools were same.Key Words: .
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