INFLUENCE OF MULTIPLE INTELLIGENCES …bvs.sld.cu/revistas/ibi/vol36_3_17/InteligenciasMultriples_Ingles.pdf · Resultados: En este estudio se ve cómo la motivación y aprendizaje

Revista Cubana de Investigaciones Biomédicas. 2017;36(3)

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INFLUENCE OF MULTIPLE INTELLIGENCES THEORY IN PHYSICAL

EDUCATION: CASES STUDY

INFLUENCIA DE LA TEORÍA DE LAS INTELIGENCIAS MÚLTIPLES EN LA

EDUCACIÓN FÍSICA: ESTUDIO DE CASOS

Lic. Asqui Luna Jessica Elizabeth*. Email: [email protected]

MSc. León Sinche Julio Cesar**. Email: [email protected]

MSc. Santillán Obregón Rodrigo Roberto**. Email: [email protected]

MSc. Humberto Rodrigo Santillán Altamirano**. Email: [email protected]

MSc. Grace Amparo Obregón Vite**. Email: [email protected]

Dr.C. Santiago Calero Morales***. Email: [email protected]

* Instituto Tecnológico Superior Juan de Velasco. Ecuador

**Universidad Nacional de Chimborazo. Ecuador

***Universidad de las Fuerzas Armadas ESPE. Ecuador

ABSTRACT

Introduction: The theory of multiple intelligences has helped in the educational area to

increase the vision about the students while it has favored the appearance of new ways to

optimize their learning. Objective: This study aims to see the effectiveness of working

with different multiple intelligences in physical education. Methods: All this, through the

subject of Physical Education and eight sessions with a student of 4th of Secondary

Education. Each session was focused on multiple intelligence, using content, tools and

resources of the subject of Physical Education. Results: In this study we see how the

motivation and learning of the person is greater and that is positively related to the values

of these intelligences. Conclusions: Physical education can help the development of

multiple intelligences, regardless the subjectivity of the questionnaires elaborated

according to the characteristics of the subject that is being studied.

Keywords: Multiple Intelligences, Methodology, Physical Education.

RESUMEN

Introducción: La teoría de las inteligencias múltiples ha ayudado en el área educativa a

aumentar la visión que se tiene de los alumnos a la par que ha favorecido la aparición de

nuevas maneras de optimizar el aprendizaje de los alumnos. Objetivo: Este estudio tiene

como objeto ver la efectividad al trabajar las diferentes inteligencias múltiples en la

materia de Educación Física. Métodos: Se aplican ocho sesiones con un alumno de 4º de

la Educación Secundaria. Cada sesión estuvo centrada en una inteligencia múltiple,

empleando contenidos, instrumentos y recursos de la asignatura de Educación Física.

Resultados: En este estudio se ve cómo la motivación y aprendizaje de la persona es

mayor y que está positivamente relacionada con los valores de esas

mailto:[email protected]







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inteligencias. Conclusiones: La educación física puede ayudar al desarrollo de las

inteligencias múltiples, independientemente de la subjetividad de los cuestionarios

elaborados según las características del sujeto estudiado.

Palabras clave: Inteligencias múltiples, Metodología, Educación física.

INTRODUCTION

Until very recently, physical education was taken into account only as a means to achieve

a healthy lifestyle and physical improvement for social aspects. However, this matter is

more important than expected when it comes to the integral formation of the person.

Today's society gives more importance to intellectual work than physical work, and many

opportunities are lost in the field of knowledge in terms of possibilities and solutions, that

is the case of physical education. When talking about PE (physical education) we are

talking about education in general, not just the physical aspects. "We can talk about body

education, motor education, movement education, psychokinetic education,

psychomotricity, pedagogy of physical activity and sport, physical culture, body culture,

fisopedagogy, kinantropopedagogy, etc1"

Regarding intelligence as a concept, it was traditionally understood as an inherited ability,

something intrinsic to people that did not vary and remained firm in time2. If we analyze

the definition given by the Royal Spanish Academy, intelligence is "the ability to

understand" or "the ability to solve problems."3

The concept of intelligence is not easy to define. In fact, its meaning as an individual

attribute has changed over time. For Gardner4 intelligence is problem solving skills. This

author proposes 8 intelligences in his theory4 where, they are independent of each other

and evolve away from the labels.

Gardner also argues5 that there are not a couple of individuals exactly alike, when

discussing the relationship between intelligence and genetic inheritance because the

experiences lived throughout the individual’s life, cause a variation of this. It is true that

all people possess the 8 intelligences of Gardner's theory, but each individual has its own

proportion and distribution.

The theory of MI is based on the observation of life and simulations of real situations6,7.

It affirms that learning must be tailored to the individual according to their own and

unique resources.

At this point it should be noted that intelligence is not currently associated with academic

success, given the existence of other factors that are significantly influential8-11. In this

sense, succeeding academically does not entail having it in other areas such as work,

affective, etc. This is the underlying idea that all people are intelligent, just in different

ways and areas12.


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This is also the basis of the concept of "proclivities"4, which means that, intelligences are

more present and developed at a greater or lesser degree in people, so teaching must be

oriented on the basis of these more present intelligences and developed without leaving

aside the least predominant though, because, we would be creating "specialized fools."4

These are the 8 intelligences of which Gardner speaks4:

1. Linguistic Intelligence.

2. Logical-mathematical intelligence.

3. Musical intelligence.

4. Spatial intelligence.

5. Kinetic-bodily intelligence.

6. Intrapersonal intelligence.

7. Interpersonal intelligence.

8. Naturalistic intelligence.

These eight intelligences are found autonomously in the individual, that is, they are not

present in the same degree nor do they develop in the same way. In order for each of the

intelligences to reach the highest possible level of development, they must be stimulated.

At this point the preparation and motivation of the teacher is the key. As pointed out by

Pérez & Beltrán13, we moved from a model based on memory to another one based on

understanding the contents. On the other hand, for the accomplishment of daily tasks it is

necessary to use not only one in isolation but a combination of several, especially if it is

a cultural activity.

This theory of multiple intelligences (MI) shows us an education model based on the

individual preferences and abilities of each student. Nowadays it is impossible to learn

all the knowledge so that this theory acquires a great relevance. The present educational

system that focuses on the competences, makes a nod to the theory of multiple

intelligences as noted by García14, since it makes possible different approaches to the

subject.

In practice, not only the teacher must be motivated, but also the students15-18, for which it

is necessary to establish the fundamental indicators that may be related to the influence

of physical activity in MI, and its related variables19. The teacher must have the necessary


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skills to develop the contents and develop strategies according to the most present

intelligences in their students20-22; by providing alternatives for learning a subject. It is

also necessary to provide an adequate environment, suitable for this purpose, where the

student has to participate actively in the acquisition of knowledge and in solving the

problems that arise. All this leads to a slight decrease in the authority of the teacher2.

This paper demonstrates the influence of the theory of multiple intelligences in the subject

of physical education as part of the curriculum in secondary education, as well as the need

of educating the individuals in all dimensions and how it is possible to put it into practice,

so it can be possible to develop the different intelligences from the subject of Physical

Education.

METHODS

The material used to assess the motivation of the student, as well as his degree of learning

was a survey. For analyzing the MI, the CUIM questionnaire was used23.

The sample is made up of a student of 4th year of compulsory secondary education (15

years). The player is a handball athlete who trains at a university health science institute,

with national prizes and student of a religious and private education center with a

traditional teaching method.

Instruments:

1. CUIM Questionnaire. It was used to measure the MI consisting of 10 questions

for each of the 8 intelligences. It is scored from 1 to 7 as the student feels more or less

identified with the question, being 1 the score for very little or non-identified and 7 for

very or fully identified.

2. Obtaining data through a self-made opinion questionnaire. This questionnaire was

completed at the end of each session in order to verify that they were working with all the

MI and the degree of motivation of the individual.

3. Microsoft Excel software for Mac 2011 version 14.2.3 has been used for

processing the results.

Methodology:

In the first part of the study the assessment of the student's intelligence is carried out and

the most developed ones are seen. In the second part, a series of activities are carried out

to develop each one of the multiple intelligences from the discipline of physical

education.

Eight sessions were held, one for each intelligence, at the end of which an opinion


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questionnaire was passed to the sample.

The activities were carried out in sessions of one hour each.

Materials such as balls, hoops, orientation maps, chronometer, ropes etc were needed for

the sessions, which were facilitated by the Physical Education teacher of the school where

the chosen sample comes from.

At the end of the sessions, the student was asked to complete the CUIM.

Finally, the results of both questionnaires and surveys were collected and entered into an

Excel file for statistical analysis, in order to demonstrate the hypothesis that physical

education is a vehicle for the development of MI in the individual.

Regarding the practical part, 8 sessions were held, one for each multiple intelligence with

the objective of developing each one of them from the perspective of the subject of

physical education according to the official contents for university level.

Each session was divided into three parts: warm-up, main part and return to rest. It should

be noted that the teacher participated in some activities to make it more enjoyable. In

general, the following sessions were applied:

1. Session 1: Learning by expressing. Objective area: To use the body as a vehicle

of communication, performing activities with and without music.

2. Session 2: The dance. Objective area: Use the body as a form of expression and

communication

3. Session 3: Fitness. Objective area: To develop the physical capacities fostering

the personal improvement and exigency.

4. Session 4: Preparation. Objective area: Increase the motor adaptation to the

environment.

5. Session 5: Traditional Games. This session was attended by the students'

families. There were 10 people in the whole. Objective area: To know and recover the

popular traditional games for its survival and popularization.

6. Session 6: The body. Objective area: To become aware of our body. Know him.

7. Session 7: Lets train!. Objective area: Knowledge of the body for its use in

improving the quality of life and health by improving speed.

8. Session 8: Discovering the environment. Objective area: To orientate oneself in

the natural environment and to recognize it as a place for physical activity.


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RESULTS

Table 1. CUIM values before the activity sessions.

Intelligences

/Questions 1 2 3 4 5 6 7 8 9 10 TOTAL

Linguistics 1 2 3 1 1 5 7 3 1 2 26

Musical 3 3 6 2 2 7 2 4 4 2 35

Logical-

mathematical 1 3 2 4 6 1 2 5 3 3 30

Space 2 6 6 7 4 5 3 4 5 7 49

Interpersonal 2 7 7 7 7 7 4 7 5 6 59

Intrapersonal 7 1 1 7 7 4 6 5 4 7 49

Kinesthetic 7 7 7 7 7 6 7 5 7 7 67

Naturalist 1 1 3 1 1 7 1 2 1 2 20

According to the results shown in table 1, the individual presents a high development of

the kinesthetic and interpersonal intelligences, presenting, however, a low development

of linguistics and naturalist. Graph 1 shows the more and less developed intelligences in

the individual at the beginning of the study.

Graph 1. IM Initial values

At the end of the sessions of the activities, the sample completed the questionnaire again

to analyze possible changes in the development of the individual's intelligence after the

practice (Table 2) and Graph 2.


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Table 2. CUIM values after the activity sessions

Intelligences

/Questions 1 2 3 4 5 6 7 8 9 10 TOTAL

Linguistics 1 2 4 3 1 3 7 4 3 3 31

Musical 4 4 5 3 2 7 2 5 4 3 39

Logical-

mathematical 1 2 2 5 6 1 3 6 5 3 34

Space 2 7 7 7 4 5 3 4 4 7 50

Interpersonal 3 6 7 7 7 7 5 7 5 6 60

Intrapersonal 7 1 1 7 7 4 7 6 6 7 53

Kinesthetic 7 7 7 7 7 5 7 6 7 7 67

Naturalist 3 1 3 3 2 7 1 2 2 3 27

The profile of the student after the implementation of the sessions is as follows:

Graph 2. IM final values

Table 3 shows the comparison of the values resulting from the questionnaires, where

there is an improvement in all the intelligences and especially in the two that showed

little development in the student at the beginning of the study. It is also noteworthy the

improvement in musical, logical-mathematical and intrapersonal that reached similar

increments to the one reached at linguistics.


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Table 3. Comparative results CUIM

Intelligences Before After Difference

Linguistics 26 31 5

Musical 35 39 4

Logical-

mathematical 30 34 4

Space 49 50 1

Interpersonal 59 60 1

Intrapersonal 49 53 4

Kinesthetic 67 67 0

Naturalist 20 27 7

Table 4 presents the results of the surveys conducted at the end of each practical session

to assess the degree of motivation and learning versus the traditional model.

Table 4. Results of the surveys

Lin

gui

stic

s

M

usi

cal

Logic

-

math

emati

c

s

Sp

ace

Int

erp

ers

on

al

Int

ra

per

son

al

Ki

nes

the

tic

Na

tur

alis

t

Motivation 8 10 4 9 10 9 10 9

Learning 8 5 7 6 5 8 5 9

If we compare the results of the multiple intelligence profile performed before and after

the practice (Table 5), with the surveys, higher values of motivation and learning can be

seen in those intelligences where the greatest development has been obtained. It is

remarkable the low motivation that the student presents in the session of the logical-

mathematical intelligence, but with good values of development.


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Table 5. Comparative CUIM, motivation and learning

Intelligences Motivation Learning Difference Final Profile

Linguistics 8 8 5 31

Musical 10 5 4 39

Logical-

mathematical 4 7 4 34

Space 9 6 1 50

Interpersonal 10 5 1 60

Intrapersonal 9 8 4 53

Kinesthetic 10 5 0 67

Naturalist 9 9 7 27

DISCUSSION

There are several studies24,14 dealing with the issue of the application of multiple

intelligences in education. Others, instead, are focused on the observation as the best way

to assess25.

In our study, taking into account that the individual of the sample was a daily practice

athlete, the results agree with the statement by Pino et al26 that level athletes possess a

high degree of interpersonal, kinesthetic and intrapersonal, an aspect corroborated in

other investigations27-29. In our study, we also see a high development of spatial and

especially musical intelligences coinciding with studies that advocate the existence of

common skills to different intelligences30.

It is true, that the present study has some limitations. First, it has a high level of

subjectivity, both in the creation of the survey and in the interpretation of the same and

the questionnaire, a usual aspect in qualitative research. No other questionnaires were

used, since many of them were not validated.

However, both the reduced size of the sample, as well as the high subjectivity component

of the study in terms of the own elaboration of the questionnaires, makes that, although

the results are favorable in support of the theory, one has to be cautious at the time of

extrapolating them.

We agree with Gardner4 that there are no magic formulas to develop the MI, but we have

to find a way to do it in an individualized way, since as it has been previously mentioned,

each individual has a unique configuration of the multiple intelligences. In our study it

was easy because of the small size of the sample.


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Final Considerations

Up to the present, the students were classified as intelligent or non-intelligent students,

since the only thing that was known to measure was the IQ. However, the theory of MI

implies an alternative to this traditional model, exploring other dimensions that allow

students who were “not so intelligent” to be unmotivated.

However, the difficulty doesn’ t lie in the theory, but in the identification and evaluation

of the issues we have seen in this study. The questionnaires and the observation are

proposed as the most efficient way while keeping in mind that each individual has a

unique and unrepeatable composition that can be developed over time depending on how

they are worked.

In the introduction of MI theory in education, the role of the teacher is fundamental, since

it is responsible for designing the appropriate strategies so that all students have

opportunities and are not discarded by the mere value of IQ as traditionally has been

doing.

In the study it has been seen that the subject of physical education, traditionally seen as a

matter of running and jumping, can help the development of communication, expressive,

motor skills, etc.

As a result of the data recovered, we can conclude that PE can increase the different MIs,

despite the small sample size and the subjectivity of the questionnaires made to measure

for the student.

Acknowledgments

To the research project "Management of competences for scientific publications in

undergraduate and postgraduate students of the University of the Armed Forces ESPE".

Declaration of Conflict of Interest

The authors declare that there is no conflict of interest.

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Documents

INFLUENCE OF MULTIPLE INTELLIGENCES …bvs.sld.cu/revistas/ibi/vol36_3_17/InteligenciasMultriples_Ingles.pdf · Resultados: En este estudio se ve cómo la motivación y aprendizaje