Multiple Intelligences Development of Athletes: Examination on Dominant Intelligences
The study attempted to identify the dominant
intelligences of athletes by comparing the developmental differences
of multiple intelligences between athletes and non-athletes. The
weekly specialized training hours and years of specialized training
was examined to see how it can predict the dominant intelligence with
the age factor controlled. There were 355 participants in the research
(202 athletes and 153 non-athletes). Collected data were analyzed with
one-way MANOVA and multiple hierarchical regression. The results
suggested the dominant intelligences of athletes were Interpersonal
Intelligence, Bodily-Kinesthetic Intelligence, and Intrapersonal
Intelligence. The weekly specialized training hours and years of
specialized training could effectively predict the Interpersonal
Intelligence, Bodily-Kinesthetic Intelligence, and Intrapersonal
Intelligence of athletes. The author suggested the future studies could
focus on the theory construction of weekly specialized training and
years of specialized training. Also, the studies on using “Bridge
strategy" by the athletes to guide disadvantage intelligences with
dominant intelligences are highly valued.
[1] E. Aries, D. Macarthy, P. Salovey and M. Banaji. A comparison of
athletes and non-athletes at highly selective colleges: academic
performance and personal development. Research in Higher Education,
45 (6), pp. 577-602, 2004.
[2] M. G.. Lajoie, J. L. Ronsky, B. L. Ramage, I. Robu, C. Richards, and B.
Mcfadyen. Navigational strategies during fast walking: A comparison
between trained athletes and non-athletes. Gait and Posture, 26 (4), pp.
539-545, 2007.
[3] J. Mcauliffe. Differences in attentional set between athletes and
nonathletes. Journal of general psychology, pp. 131, 426-437, 2004.
[4] T. M. Parker, L. R. Osternig, and L. S. Chou. Balance control during gait
in athletes and non-athletes following concussion. Medical Engineering
and Physics, 30 (8), pp. 959-967, 2008.
[5] J. H. Tsai. The Concept of Physical Education. Kaohsiung: Fuwen
Publisher, 2001.
[6] E. Pérez, C. Beltramino, and M. Cupani. Inventario de autoeficacia para
Inteligencias m├║ltiples: fundamentos te├│ricosy estudios psicométricos.
Evaluar, 3, pp.36-60, 2003.
[7] W. Y. Liu. Making Use of Students- Musical Intelligence in Chinese
Language Teaching: A Collaborative Action Research Project. Journal of
National Normal Taiwan University, 52(1), pp. 1-24, 2007.
[8] H. Gardner. Intelligence reframed. New York: Basic Books, 1999.
[9] L. Campbell, B. Campbell, and D. Dickinson. Teaching & learning
through multiple intelligences. MA: Allyn & Bacon, 1998.
[10] M. Mitchell, and M. Kernodle. Using multiple intelligences to teach
tennis: the theory of multiple intelligences has wide application, but few
articles have discussed how to use it to improve the teaching of a specific
unit in physical education. Journal of Physical Education Recreation &
Dance, 75(8), pp. 27-32, 2004.
[11] L. Jonker, M. T. Gemser, and C. Visscher. Talented athletes and academic
achievements: a comparison over 14 years. High Ability Studies, 20 (1),
pp. 55-64, 1993.
[12] M. Aoyagi, R. H. Cox, and R. Mcquire. Organizational citizenship
behavior in sport: Relationships with leadership, team cohesion, and
athlete satisfaction. Journal of Applied Sport Psychology, 20 (1), 25-41,
2008.
[13] T. Lord, and B. Leonard. Comparing scores on spatial-perception tests for
intercollegiate athletes and non-athletes. Perceptual and motor skills, 84
(1), 299-306, 1997.
[14] T. A Powers, R. Koestner, N. Lacaille, L. Kwan, and D. Zuroff.
Self-criticism, motivation, and goal progress of athletes and musicians: A
prospective study. Personality and Individual Differences, 47 (4), pp.
279-283, 2009.
[15] J. P. Sherlock. The relationship between multiple intelligences and the
high school student athlete. Pennsylvania: Immaculata College, 2004.
[16] T. Armstrong. 7 kinds of smart : Identifying and development your
multiple intelligence(2th ed.). New York: Penguin Putnam Inc, 1999.
[17] J. Chen, S. Moran, and H. Gardner. Multiple intelligences around the
world. San Francisco, CA : Jossey-Bass, 2009.
[18] D. Lazear. Multiple intelligence approaches to assessment. Tucson
Arizona´╝ÜZephyr Press, 1999.
[19] M. Liu. The Relationship between Visual Image and Sport Skill Learning.
Acta Psychologica Sinica, 29(2), pp. 121-129, 1997.
[20] Y. J. Liu. The Meaning and Application of Mobile Vision in Sports.
Quarterly of Chinese Physical Education, 17(2), pp. 57-65, 2003.
[21] B. T. Wang. The Retrospection on Competitive Sports Education.
National Sport Quarterly, 147, pp. 43-49, 2005.
[22] R. Y. Hsu. A Comparison of Sports Friendship and Sportsperonship in
Youth Athletes and Non-athletes. Un-published master dissertation.
National Taiwan College of Physical Education, Taichung, 2002.
[1] E. Aries, D. Macarthy, P. Salovey and M. Banaji. A comparison of
athletes and non-athletes at highly selective colleges: academic
performance and personal development. Research in Higher Education,
45 (6), pp. 577-602, 2004.
[2] M. G.. Lajoie, J. L. Ronsky, B. L. Ramage, I. Robu, C. Richards, and B.
Mcfadyen. Navigational strategies during fast walking: A comparison
between trained athletes and non-athletes. Gait and Posture, 26 (4), pp.
539-545, 2007.
[3] J. Mcauliffe. Differences in attentional set between athletes and
nonathletes. Journal of general psychology, pp. 131, 426-437, 2004.
[4] T. M. Parker, L. R. Osternig, and L. S. Chou. Balance control during gait
in athletes and non-athletes following concussion. Medical Engineering
and Physics, 30 (8), pp. 959-967, 2008.
[5] J. H. Tsai. The Concept of Physical Education. Kaohsiung: Fuwen
Publisher, 2001.
[6] E. Pérez, C. Beltramino, and M. Cupani. Inventario de autoeficacia para
Inteligencias m├║ltiples: fundamentos te├│ricosy estudios psicométricos.
Evaluar, 3, pp.36-60, 2003.
[7] W. Y. Liu. Making Use of Students- Musical Intelligence in Chinese
Language Teaching: A Collaborative Action Research Project. Journal of
National Normal Taiwan University, 52(1), pp. 1-24, 2007.
[8] H. Gardner. Intelligence reframed. New York: Basic Books, 1999.
[9] L. Campbell, B. Campbell, and D. Dickinson. Teaching & learning
through multiple intelligences. MA: Allyn & Bacon, 1998.
[10] M. Mitchell, and M. Kernodle. Using multiple intelligences to teach
tennis: the theory of multiple intelligences has wide application, but few
articles have discussed how to use it to improve the teaching of a specific
unit in physical education. Journal of Physical Education Recreation &
Dance, 75(8), pp. 27-32, 2004.
[11] L. Jonker, M. T. Gemser, and C. Visscher. Talented athletes and academic
achievements: a comparison over 14 years. High Ability Studies, 20 (1),
pp. 55-64, 1993.
[12] M. Aoyagi, R. H. Cox, and R. Mcquire. Organizational citizenship
behavior in sport: Relationships with leadership, team cohesion, and
athlete satisfaction. Journal of Applied Sport Psychology, 20 (1), 25-41,
2008.
[13] T. Lord, and B. Leonard. Comparing scores on spatial-perception tests for
intercollegiate athletes and non-athletes. Perceptual and motor skills, 84
(1), 299-306, 1997.
[14] T. A Powers, R. Koestner, N. Lacaille, L. Kwan, and D. Zuroff.
Self-criticism, motivation, and goal progress of athletes and musicians: A
prospective study. Personality and Individual Differences, 47 (4), pp.
279-283, 2009.
[15] J. P. Sherlock. The relationship between multiple intelligences and the
high school student athlete. Pennsylvania: Immaculata College, 2004.
[16] T. Armstrong. 7 kinds of smart : Identifying and development your
multiple intelligence(2th ed.). New York: Penguin Putnam Inc, 1999.
[17] J. Chen, S. Moran, and H. Gardner. Multiple intelligences around the
world. San Francisco, CA : Jossey-Bass, 2009.
[18] D. Lazear. Multiple intelligence approaches to assessment. Tucson
Arizona´╝ÜZephyr Press, 1999.
[19] M. Liu. The Relationship between Visual Image and Sport Skill Learning.
Acta Psychologica Sinica, 29(2), pp. 121-129, 1997.
[20] Y. J. Liu. The Meaning and Application of Mobile Vision in Sports.
Quarterly of Chinese Physical Education, 17(2), pp. 57-65, 2003.
[21] B. T. Wang. The Retrospection on Competitive Sports Education.
National Sport Quarterly, 147, pp. 43-49, 2005.
[22] R. Y. Hsu. A Comparison of Sports Friendship and Sportsperonship in
Youth Athletes and Non-athletes. Un-published master dissertation.
National Taiwan College of Physical Education, Taichung, 2002.
@article{"International Journal of Business, Human and Social Sciences:62667", author = "Wei-ting and Hsu Hong-shih and Chou Wen-chang and Chen", title = "Multiple Intelligences Development of Athletes: Examination on Dominant Intelligences", abstract = "The study attempted to identify the dominant
intelligences of athletes by comparing the developmental differences
of multiple intelligences between athletes and non-athletes. The
weekly specialized training hours and years of specialized training
was examined to see how it can predict the dominant intelligence with
the age factor controlled. There were 355 participants in the research
(202 athletes and 153 non-athletes). Collected data were analyzed with
one-way MANOVA and multiple hierarchical regression. The results
suggested the dominant intelligences of athletes were Interpersonal
Intelligence, Bodily-Kinesthetic Intelligence, and Intrapersonal
Intelligence. The weekly specialized training hours and years of
specialized training could effectively predict the Interpersonal
Intelligence, Bodily-Kinesthetic Intelligence, and Intrapersonal
Intelligence of athletes. The author suggested the future studies could
focus on the theory construction of weekly specialized training and
years of specialized training. Also, the studies on using “Bridge
strategy" by the athletes to guide disadvantage intelligences with
dominant intelligences are highly valued.", keywords = "non-athletes, academic achievement, Multiple
Intelligences Theory", volume = "5", number = "5", pages = "780-4", }
