Investigation of the Relationship between Cognitive Behavioral Physical Activity and Multiple Intelligence Levels in Different Team Sports Athletes

Main Article Content

Bilal Okudan

Keywords

Cognitive Behavior, Physical Activity, Multiple Intelligences

Abstract

Study Objectives: This study aimed to examine the relationship between cognitive behavioral physical activity and multiple intelligence levels of athletes in different team sports. Methods: The sample of the study consisted of 518 athletes dealing with different team sports. As a data collection tool, "Cognitive Behavioral Physical Activity Scale" developed by Schembre et al. (2015) and adapted into Turkish by Eskiler et al. (2016), and "Multiple Intelligence Scale" developed by Gardner (1990) and adapted into the Turkish Selçuk et al. (2003), were used. In the analysis of the data, it was determined that the data did not show normal distribution as a result of the Kolmogorov-Smirnov test, and non-parametric analysis was used. Mann-Whitney U test was used for paired comparisons and the Kruskal Wallis-H test was used for multiple comparisons. Results: It was determined that female athletes had higher result expectation from cognitive behavioral physical activity sub-dimensions, while males' personal disabilities were higher than female. When multiple intelligence levels were examined, although the logical intelligence levels of male were higher than female, it was found that their kinesthetic intelligence levels were higher. Also, when compared according to sports branches, it was found that the logical intelligence levels of basketball players were higher than futsal players. Finally, when the relationship between the cognitive behavioral physical activity levels of athletes and multiple intelligence sub-dimensions was examined, it was found that there was a positive relationship between cognitive behavioral physical activity and intelligence types.  These results showed that as the level of cognitive behavioral physical activity increased, the mean that individuals can obtain from the multiple intelligence scale can increase. Conclusion: These results suggested that especially sedentary individuals should be directed to physical activities starting from adolescence. Thus, they can contribute to the development of multiple intelligences.

Abstract 226 | PDF Downloads 131

References

1. Öncü MA, Çatı K, Özbay G. (2007). Hızlı yiyecek işletmelerinin tercihinde etkili olan faktörler. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, s. 9(1), 317-336.
2. Hazar, Z., Demir, GT, Namlı, S., & Türkeli, A. (2017). Ortaokul Öğrencilerinin Dijital Oyun Bağımlılığı ve Fiziksel Aktivite Düzeyleri Arasındaki İlişkinin İncelenmesi. Beden Eğitimi Ve Spor Bilimleri Dergisi , 11 (3), 320-332.
3. Eskiler E, Küçükibiş F, Gülle M, Soyer F. (2016). Bilişsel davranışçı fiziksel aktivite ölçeği: geçerlik ve güvenirlik çalışması. Journal of Human Sciences, 13(2): 2577-2587.
4. Schembre SM, Durand, CP, Blissmer BJ, Greene GW. (2015). Development and validation of the cognitive behavioral physical activity questionnaire. American Journal of Health Promotion, 30(1), 58-65.
5. Gür, H., & Küçükoğlu, S. (1992). Yaşlılık ve fiziksel aktivite. 9. Roche Yayınları, İstanbul
6. Sibley, B. A., & Etnier, J. L. (2003). The relationship between physical activity and cognition in children: a meta-analysis. Pediatric exercise science, 15(3), 243-256.
7. Özekes, M. (2013). Peabody Resim Kelime Testi 3.01-3.12 Yaş Aralığı İzmir Bölgesi Standardizasyonu Çalışması. Ege Eğitim Dergisi, 14(1), 90-107.
8. Piaget, J. (1952). Play, dreams, and imitation in childhood. New York: Norton.
9. Gardner, H., & Moran, S. (2006). The science of multiple intelligences theory. A response to Lynn Waterhouse. Educational psychologist, 41(4), 227-232.
10. Köroğlu, H. & Yeşildere, S. (2004). İlköğretim yedinci sınıf matematik dersi tamsayılar üzerinde çoklu zekâ teorisi tabanlı öğretimin öğrenci başarısına etkisi.GÜ, Gazi Eğitim Fakültesi Dergisi, 24(2), 25-41.
11. Gardner, H. (1983). Frames of Mind. New York: Basic Books Inc.
12. Öngören, H.,& Şahin, A. (2008). Çoklu zekâ kuramı tabanlı öğretimin öğrencilerin fen bilgisi başarılarına etkileri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 23(23), 24-35.
13. Gardner H. (2004). Zihin Çerçeveleri Çoklu Zekâ Kuramı. 3. Baskı, Alfa Yayıncılık Çev: Ebru Kılıç, İstanbul.
14. Güllü, M. & Tekin, M. (2009). Spor Lisesi Öğrencileri İle Genel Lise Öğrencilerinin Çoklu Zekâ Alanlarinin Karşilaştirilmasi. Beden Eğitimi ve Spor Bilimleri Dergisi, 3 (3), 247-258.
15. Karasar, N. (2014). Bilimsel araştırma yöntemleri: kavramlar, teknikler ve ilkeler (27. Baskı). Ankara: Nobel Yayınevi.
16. Gardner, H. (1990). Art education and human development (Vol. 3). Getty Publications.
17. Selçuk, Z., Kayılı, H., & Okut, L. (2003). Çoklu zekâ uygulamaları (2. Baskı). Ankara: Nobel Yayın Dağıtım.
18. Gülle, M. (2019). Investigation of the Effect of Cognitive Behavioral and Physical Development Levels on the Multiple Intelligence of University Students. Asian Journal of Education and Training, 5(4), 510-517.
19. Loori, A. (2005). Multiple Intelligences: A Comparative Study between the Preferences of Males and Females, Social Behavior and Personality. Society for Personality Research, 33 (1), ss. 77–78.
20. Çinkılıç, İ., & Soyer, F. (2013). Beden eğitimi öğretmen adaylarının çoklu zekâ alanları ile problem çözme becerileri arasındaki ilişkinin incelenmesi. Spor Yönetimi ve Bilgi Teknolojileri Dergisi, 8(1), 4-16.
21. Furnham, A., Hosoe, T., & Tang, T. L. P. (2001). Male hubris and female humility? A crosscultural study of ratings of self, parental, and sibling multiple intelligence in America, Britain, and Japan. Intelligence, 30(1), 101-115.
22. Kudaş S, Ülkar B, Erdogan A, Çırçı E. (2005). Ankara ili 11-12 yaş grubu çocukların fiziksel aktivite ve bazı beslenme alışkanlıkları. Spor Bilimleri Dergisi 16 (1): 19-29.
23. Semerci, A. (2021). Farklı branştaki sporcuların bilişsel davranışçı ve fiziksel düzeylerinin çoklu zekâ üzerine etkisinin incelenmesi, Yayınlanmamış Yüksek Lisans Tezi, Hatay Mustafa Kemal Üniversitesi, Sağlık Bilimleri Enstitüsü.
24. Erturan, G., U. Dundar, A. Constructor, H. Cakir & E. Bozyigit, (2005). Comparison of the primary school students’ field of fitness and sports fitness. 14th National Educational Sciences Congress, Denizli, 1001.
25. Katz, J., Mirenda, P., & Auerbach, S. (2002). Instructional strategies and educational outcomes for students with developmental disabilities in inclusive “multiple intelligences” and typical inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 27(4), 227-238.
26. Bayrak, C., Celiksoy, M. A., & Celiksoy, S. (2005). The relationship between students' intelligence profiles and practice talent entrance examinations regarding multiple intelligence theory. Paper presented at the 4th National Physical Education and Sports Teaching Symposium. June 10-11, Bursa.
27. Tekin, M., (2009). Individual and team sports in boys and girls athletes comparing the level of different types of intelligence. Atatürk University Journal of Physical Education and Sport Sciences, 11(4): 29-51.
28. Bümen, T.N. (2004). Child intelligence theory in school. Ankara: Pegem Publishing.
29. Hoşgörür V, & Katrancı M. The dominant field of the students in the department of elementary education and physical education and sports (A sample of education faculty of university of Kırıkkale). Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 2007; 24: 33-42.
30. Tekin, M. & Taşğın, Ö. (2008). Investigation of the relationship between creativity and multiple intelligence areas of students who do sports and not do sports in secondary education. Niğde University Journal of Physical Education and Sports Sciences, 2(3): 206-214.
31. Cengiz, Ş. (2008). The distribution of 8-10 years old children in multiple intelligence types and effects of football education on multiple intelligence levels. PhD Thesis. Gazi University, Institute of Health Sciences, Ankara.
32. Campbell, B. (1990). The research results of a multiple intelligences classroom. New Horizons for Learning on the Beam, 11(1): 254-261.
33. Weinberg, R.S. and D. Gould. (2015). Introduction to psychological skills training. Foundations of sport and exercise psychology. Champaign: Human Kinetics. 247-271.
34. Aktaş, Ö., Gülle, M., & Büyüktaş, B. (2020) Liseli Basketbolcuların Müsabaka Öncesi Hazırlıkları ve Mental Dayanıklıklarının İncelenmesi. Kilis 7 Aralık Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 4(1), 30-37.