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Bu araştırmanın amacı, erişkinlik aşamasında bulunan öğrencilerde spor ve çoklu zeka alanları arasındaki bağlantının araştırılmasıdır. Çalışmaya aktif olarak spor yapan ve yapmayan toplam 129 öğrenci katılmıştır. Araştırmada öğrencilere bir bilgi formu ve “Çoklu Zeka Envanteri” uygulanmıştır. Çoklu zeka envanteri 5’li Likert tipinde olup, 10 bölümden ve toplam 80 maddeden oluşmaktadır. Verilerin analizi için SPSS 22 paket programı kullanılmıştır. İstatistiksel analizlerde bağımsız iki değişkene ait t testi ve tek yönlü varyans analizi ile LSD kullanılmıştır. Bu çalışmada öğrencilerin en yüksek puan aldığı zeka mantıksal zeka (27,58) iken, bunu görsel zeka (26,72) ve müziksel zeka (25,62) izlemiştir. En düşük zeka alanı ise sözel zeka (22,60) olarak bulunmuştur. Araştırmada kadın öğrencilerin çoklu zeka puanları erkek öğrencilerden daha yüksek bulunmuştur. Cinsiyete göre öğrenciler arasında mantıksal, görsel, müziksel, bedensel, sosyal içsel ve doğacı zeka alanları arasında anlamlı farklılıklar bulunmuştur (p<0,05 ve p<0,001). Spor yapmayanlar ile golf ve güreş sporu yapanlar arasında sözel, mantıksal, görsel, müziksel, bedensel, sosyal içsel ve doğacı zeka alanları arasında anlamlı farklılıklar bulunmuştur (p<0,05 ve p<0,001). Sonuç olarak, erişkinlik aşamasında öğrencilerin spor yapmalarının çoklu zeka puanlarını olumlu yönde etkilediği söylenebilir. Bu yüzden, öğrencilerin sportif faaliyetlerden daha fazla yararlanmaları ve daha çok spora yönlendirilmeleri için gerekli çalışmalar ve destekler sağlanmalıdır. Farklı spor branşlarının çoklu zekâ alanları ile sporsal başarı (teknik- taktik, öğrenme, performans verimi vb.) ilişkisinin incelenmesi antrenörler açısından önemli bilgiler ortaya çıkarabilir.
The aim of this study is to explore the connection between sports and multi-intelligence fields in adulthood students. A total of 129 students who participated in the study actively sports and do not. In the study, students were applied a form of information and a "Multiple Intelligence Reserve". The multi-intelligence inventory is Likert type 5, consisting of 10 sections and a total of 80 items. The SPSS 22 package program was used for data analysis. In statistical analyses, LSD was used with the t test of two independent variables and one-way variance analysis. The student’s highest score in this study was logical intelligence (27,58), while visual intelligence (26,72) and musical intelligence (25,62) followed it. The lowest field of intelligence was the oral intelligence (22,60). The study found that female students’ multi-intelligence ratings were higher than male students. There were significant differences between the fields of logical, visual, musical, physical, social and natural intelligence between students according to gender (p<0,05 and p<0,001). There have been significant differences between non-sports and golfers and competing sports between the oral, logical, visual, musical, physical, social and natural intelligence fields (p<0,05 and p<0,001). As a result, it can be said that at the adulthood stage students’ sports have a positive impact on their multi-intelligence points. Therefore, the necessary work and support should be provided so that students can benefit more from sports activities and be more directed to the sport. Sports success with multi-intelligence fields of different sports branches (technical tactics, learning, performance performance, etc.) The study of the relationship can reveal important information for the coach.
The purpose of this study is to examine the association between sport and multiple intelligence areas in students who are in adulthood period. A total of 129 students who actively participated in sports and those who did not were included in the study. The students were given an information form and “Multiple Intelligences Inventory”. Multiple Intelligences Inventory is a 5-Likert type inventory and it includes 10 categories and 80 items. SPSS. 22 program was used to analyse the data. Independent t-test for two variables, one way variance analysis and LSD were used in statistical analyses. In this study, the highest score of students was in logical intelligence (27,58), followed by visual intelligence (26,72) and musical intelligence (25,62). The lowest score of students was in verbal intelligence (22,60). In the study, multiple intelligence scores of female students were found to be higher than those of male students. In terms of gender, significant differences were found between students’ logical, visual, musical, bodily-kinesthetic, social, intrapersonal and natural intelligences (p<0,05 and p<0,001). Significant differences were found between students who did not participate in sport and those who participated in golf and wrestling in terms of verbal, logical, visual, musical, bodily-kinesthetic, social, intrapersonal and natural intelligences (p<0,05 and p<0,001). As a conclusion, it can be said that participating in sport positively influences students’ multiple intelligence scores. For this reason, studies should be conducted and support should be given for students to make more use of sportive activities and to be guided for doing more sport. Examining the association between multiple intelligences of different sport branches and sportive achievement (technic and tactic, learning, performance efficiency, etc.) can provide important information to coaches.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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