Abstract
After Gardner had introduced the Multiple Intelligence (MI) theory, many researchers tried to find out the possibilities of applying this theory in the education domain. Moreover, the effects of different kinds of athletic applications on intelligence development within the framework of this theory have also been under investigation. This study also tried to explore the possible effects and relations of athletic participation in school sports competitions on MI types of high school female students. For this purpose MI inventory was applied to 198 female students and the data derived from this inventory was evaluated through SPSS 19.0 package programme using descriptive statistics, independent samples t test and Pearson Product Moment Correlation test. The t test results of this research clearly pointed out that participation to athletic activities had significant effects on the verbal/linguistic and bodily/kinaesthetic intelligence development of the students which was also verified through correlation analysis. Besides, correlation analysis showed that there was a significant positive relationship between interpersonal intelligence and sport experience. Key words: multiple intelligence theory, intelligence, female athlete students.
Highlights
Traditional education programs have always focused on verbal and mathematical intelligences, which are defined in terms of intelligent quotient (IQ)
This study tried to explore the possible effects and relations of athletic participation in school sports competitions on Multiple Intelligence (MI) types of high school female students. For this purpose MI inventory was applied to 198 female students and the data derived from this inventory was evaluated through SPSS 19.0 package programme using descriptive statistics, independent samples t test and Pearson Product Moment Correlation test
MI theory (Akpınar and Dogan, 2011), it is still very popular in education domains and have seriously been investigated in order to be implemented in the education curriculums
Summary
Traditional education programs have always focused on verbal and mathematical intelligences, which are defined in terms of intelligent quotient (IQ). The three-quartercentury-old, statistical science behind traditional IQ testing was harshly criticised as it was narrow, biased, and even racist, supporting eugenics (Turkmen, 2013). According to Gardner’s point of view humans possess a number of distinct intelligences that manifest themselves in different skills and abilities. All human beings apply these intelligences to solve problems, invent processes, and create things. Intelligence, according to MI theory, is being able to apply one or more of the intelligences in ways that are valued by a community or culture
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