Relevant bibliographies by topics / Bodily-kinesthetic intelligence

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Bodily-kinesthetic intelligence'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 June 2025

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Journal articles on the topic "Bodily-kinesthetic intelligence"

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Jouzdani, Mani. "The Relationship between Multiple Intelligences and the Age of Institutional Teachers." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 2 (2014): 582–86. http://dx.doi.org/10.24297/jal.v5i2.5181.

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This study tends to investigate whether the age of English as a Foreign Language (EFL) institutional teachers in Isfahan/Iran have any relationship with the intelligence they prefer to use, whether consciously or unconsciously, in teaching English as a foreign language. The intelligences considered for the purpose of this study are namely Interpersonal and bodily/kinesthetic intelligences proposed by Gardner (1983). In order to conduct this investigation a standardized questionnaire based on Berman (2001) and Christison and Kennedy (1999) Multiple Intelligence (MI) checklist was given to 117 male institutional teachers and the results were calculated using a paired T-test also ten interviews were conducted at the end of the case study on ten teachers after observing their classes. The results suggested that as the age of the teacher increase, to some extent, their preference in using interpersonal intelligence over bodily/kinesthetic intelligence increases as well. Also the case study conducted on one of the institutional teachers proved that teachers of older ages prefer using interpersonal intelligence over bodily/kinesthetic one.
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Koçak, Ç. V. "The relationship between attitude towards sports and bodily-kinesthetic intelligence in university students of sport science." Physical education of students 23, no. 3 (2019): 147–54. http://dx.doi.org/10.15561/20755279.2019.0306.

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Purpose : Studies on the relationship between university students' attitudes towards sports and bodily kinesthetic intelligence have not been reached in the literature. The aim of this study was to investigate the relationship between the attitudes towards sport and bodily-kinesthetic intelligence levels of university students who studying in the sport science. Material : The study group is consisted 268 [n=107 - female, n=161 - male] students. The mean of the age of participants was 21.4 year [± 3.2]. Data was collected by personal information form, Undergraduate Students’ Attitudes Towards Sport Scale and the subscale of Bodily-Kinesthetic Intelligence of Multiple Intelligence Survey. SPSS 22 program was used in the analysis of the obtained data and Kolmogorov-Smirnov test was applied to determine whether the data showed normal distribution and the significance level was accepted as 0.05 in the analyses. Data were not normally distributed. Mann-Whitney U test was used to analyze the data of gender and regularly exercise variable. Kruskal-Wallis test was used to analyze the age, university, department, and welfare level. Mann Whitney U test was used to determine the significant difference. Spearman Correlation test was applied to determine the relationship between the attitudes towards sport and bodily-kinesthetic intelligence. Results : As a result of the research, a high level of significant correlation was found between attitudes towards sports and bodily-kinesthetic intelligence. Also, a significant difference was found between regularly exercise and welfare levels [p<0.05]. There was no significant difference in gender, age, university and department variables [p>0.05]. Conclusions : The level of participating in sports and the level of welfare supports the attitude towards sports and the developing of bodily-kinesthetic intelligence. Likewise, as the attitude towards sports increases positively, bodily kinesthetic intelligence also increases positively.
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Shero Malo Zebari, Sanan, Hussein Ali Ahmed Allo, and Behbood Mohammedzadeh. "Multiple Intelligences - Based Planning of EFL Classes." Advances in Language and Literary Studies 9, no. 2 (2018): 98. http://dx.doi.org/10.7575/aiac.alls.v.9n.2p.98.

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The present study aimed to set a plan for teaching EFL classes based on the identification of university students’ dominant multiple intelligences in EFL classes, and the differences in the types of intelligence between female and male students in terms of their gender. The problem the present study aimed to address is that the traditional concept that “one size fits all” is still adopted by many EFL teachers, and that EFL students’ differences and preferences are noticeably unheeded. It is believed that identifying students’ dominant intelligences is a sound remedial solution for such a problem before embarking on any teaching program. Moreover, getting students aware of their different types of intelligence will motivate and encourage them in the classroom. The researchers used a questionnaire as a research instrument for data collection. The results arrived at showed that there were no significant differences in the types of intelligence between female and male students in terms of their gender, except for bodily- kinesthetic intelligence. They also showed that the dominant intelligences were ranked from the highest to the lowest as follows interpersonal, linguistic, spatial, logical-mathematical, bodily kinesthetic, intrapersonal, musical, and naturalistic.
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Husnah, Ziadatul. "MULTIPLE INTELLIGENCE BASED-EDUCATION Mewujudkan Indonesia sebagai Bangsa Para Juara." Al-Mudarris (Jurnal Ilmiah Pendidikan Islam) 1, no. 2 (2019): 51–65. http://dx.doi.org/10.23971/mdr.v1i2.1030.

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This article discusses on the urgence of multiple intelligences-based education. In education, the multiple intelligences approach is very relevant to the spirit of education as a process of humanizing human being. Everyone should be served individually because he/she has different potential. Therefore, indicator of achievement is depended on the individual uniqueness. There is no single indicator on achievement. The multiple intelligences highlightes there are nine kinds of intelligence, namely linguistic intelligence, logical-mathematical intelligence, rythmic-musical intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, intrapersonal intelligence, interpersonal intelligence, natural intelligence, and existential intelligence. Through this approach, the educational process should be able to produce many champions suitable of each potential
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Suhadi, Suhadi, Soegiyanto Soegiyanto, Hari Amirruloh Rahman, and Sulaiman Sulaiman. "EVALUATION OF THE BODILY-KINESTHETIC INTELLIGENCE MODEL IN PHYSICAL EDUCATION TEACHING IN INDONESIA PRIMARY SCHOOL." Jurnal Cakrawala Pendidikan 39, no. 2 (2020): 471–79. http://dx.doi.org/10.21831/cp.v39i2.29542.

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Bodily-kinesthetic intelligence model refers to a person's potential to body fact system via hand and physique movement, control, and expression. This model is still rarely known in Indonesian primary school. The aim of this research was to determine the current bodily-kinesthetic intelligence model in physical education teaching for primary schoolers. Descriptive research was conducted with a qualitative and quantitative approach. The sample of this study was physical education teachers and primary school students. Literature review of the documents, questionnaire, observation, video recordings, photography and diary were used to explore the level of the student mind and fitness body. The result showed that the current Bodily-kinesthetic intelligence model in Physical Education Teaching did not allow the appearance of increasing the maximum of their physical and mental abilities. In conclusion, this study gives the assessment model of student human kinetic in order to fix the current issue of competence evaluation. Physical education teachers need to improve their teaching methods to allow students to reach physical and mental performance.
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V, Amitha, and Dr A. H. M. Vijayalaxmi. "Imparting Curriculum with Bodily Kinesthetic Intelligence to Foster Active Learning Among the Elementary School Children." International Journal of Trend in Scientific Research and Development Volume-2, Issue-3 (2018): 1232–37. http://dx.doi.org/10.31142/ijtsrd11297.

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Touval, Ayana, and Galeet Westreich. "Early Secondary Mathematics: Teaching Sums of Angle Measures: A Kinesthetic Approach." Mathematics Teacher 96, no. 4 (2003): 230–37. http://dx.doi.org/10.5951/mt.96.4.0230.

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The wide acceptance of Howard Gardner's multiple intelligence theory (Gardner 1983) and discussions of bodily kinesthetic intelligence have prompted much research and led to the adoption of a variety of new teaching approaches. The kinematics teaching strategy (KTS) is a new approach for stimulating kinesthetic intelligence. It was first developed to respond to the needs of children who encounter difficulties when taught only with auditory and visual methods. As the following lesson illustrates, KTS can be used successfully in a broader context.
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Nista-Piccolo, Vilma Lení. "A closer look at the bodily-kinesthetic intelligence in Physical Education classes." Quaestio - Revista de Estudos em Educação 22, no. 3 (2020): 683–98. http://dx.doi.org/10.22483/2177-5796.2020v22n3p683-698.

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This article poses a reflection on the pedagogical practices developed during Physical Education classes in school. Intending to move beyond a diagnostic analysis of what concerns this area of knowledge in the school routine, this study aims to present this curricular component highlighted as bodily-kinesthetic intelligence. The change to a comprehensive view of the mind has unveiled human cognition and has enabled the identification of different cognitive forces with contrasting styles. Based on a narrative review, specific to this theme, focusing on pedagogical practices experienced in Physical Education classes, the guidelines on this subject, were analyzed. The main purpose of changing this mindset is to improve intelligence manifestations, by stimulating the individual’s innate potentials through opportunities. The considerations highlighted in this analysis allow us to reveal significant points for this area. In light of the principles of the Theory of Multiple Intelligences, this study portrays the importance in the choice of content that is representative of the reality of the receivers, developed through various learning pathways during Physical Education classes in school. The establishment of theoretical principles presented by Howard Gardner greatly contributed to the educational field, with emphasis on teaching through various approaches, allowing Physical Education to interpret the students’ performance with a focus on their potentials.
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Mahaputri, Dwi Settya. "Multiple Intelligence of the Fourth Year English Department Students of STKIP Abdi Pendidikan Payakumbuh." Al-Ta lim Journal 21, no. 2 (2014): 127–37. http://dx.doi.org/10.15548/jt.v21i2.90.

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Multiple Intelligence (MI) is very important to modern education because its main point is that every individual has eight intelligences and they all work together in a unique way. This research belongs to Descriptive research analyzing students’ MI of the fourth year English department of STKIP Abdi Pendidikan Payakumbuh. The data were collected through questionnaires which had been distributed to 20 students. Then it was analyzed by interpreting in each Intelligence. The finding shows that most of the students had good in Interpersonal Intelligence, Musical Intelligence, and Intrapersonal Intelligence. And they are good enough at Naturalist Intelligence, Bodily-kinesthetic Intelligence, and Spatial Intelligence. However, they are low at Linguistic Intelligence and Logical-mathematic Intelligence.
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Biscardi, João Márcio dos Santos, Henrique Rodrigues da Costa, Ricardo Rasmussen Petterle, and Rogério de Fraga. "Learning Preferences and Multiple Intelligences: An Observational Study in Brazilian Studies." Revista Brasileira de Educação Médica 43, no. 3 (2019): 134–44. http://dx.doi.org/10.1590/1981-52712015v43n3rb20180169ingles.

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ABSTRACT In recent years, Multiple Intelligences (MI – bodily-kinesthetic, spatial, intrapersonal, interpersonal, linguistic, logical-mathematical, musical, and naturalist) and Learning Preferences (LP – visual, aural, read/write, kinesthetic, and multimodal) have been intensely studied throughout the world. In this context, plenty of tools that evaluate such parameters have been created and later improved over the past decades. Nowadays, the necessity for optimal learning strategies and more individualized teaching continues to rise, reinforcing the importance of identifying individual strengths and cognitive preferences. Objectives to analyze the distribution of MI – and how they influence one another – and LP in medical students at the Federal University of Paraná (UFPR), Brazil. The results could lead to improvements in the educational setting. Methods a descriptive cross-sectional study involving UFPR medical students of all 12 semesters, who were analyzed through questionnaires with regard to both their MI (“Multiple Intelligences Checklist for Students”) and LP (“Visual, Aural, Read/Write, Kinesthetic – VARK – Questionnaire”). Results a total of 1054 questionnaires were processed (527 students). Intrapersonal (71 ± 10.5), logical-mathematical (69.3 ± 14), and linguistic (68.4 ± 11.8) intelligences predominated, whereas naturalist achieved the lowest mean score (47.3 ± 19.5). Positive correlations were identified between all of the MI. Regarding the LP, the multimodal (42.3%) was the most frequent, followed by visual (21.3%), aural (18.6%), kinesthetic (11.2%), and read/write (6.6%). When both cognitive theories were correlated, the following associations prevailed: visual LP and intrapersonal intelligence; aural LP and interpersonal intelligence; read/write LP and logical-mathematical intelligence; kinesthetic LP and logical-mathematical intelligence; and multimodal preference and intrapersonal intelligence. Conclusions intrapersonal intelligence achieved the highest overall scores, followed by logical-mathematical and linguistic. Naturalist intelligence achieved the lowest scores in terms of semester, cycle, and overall analysis. All MI were positively correlated. Multimodality was the most commonly observed LP, whereas the read/write preference was the least frequent. Correlations initially expected between MI and LP were confirmed. As for future perspectives, it is expected that teachers and education managers adapt current teaching strategies in order to meet the students’ preferences. Together, MI and LP indicate that the focus should not rely on how smart a given person is, but in which ways.
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Dissertations / Theses on the topic "Bodily-kinesthetic intelligence"

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Doss, Roger Ron. "The Relationship Between Low Achievement and Bodily-kinesthetic Intelligence in Fourth and Fifth Graders." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332760/.

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The problem of this study was an examination of the relationship between low achievement and physical abilities.This study focuses on the areas of musical, interpersonal, intrapersonal, spatial and bodily-kinesthetic abilities. This correlational study found that low achievers as a group, identified by achievement test scores, scored above the mean on a measure of motor ability. For children who are struggling to achieve in school, it would seem prudent to explore their strengths in other areas of intelligence. Further research is suggested in the areas of high and average achieving students' motor development.
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KAO, WEI-HSUAN, and 高唯軒. "Study of learning stop motion animation by bodily-kinesthetic intelligence." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/ct4qve.

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碩士<br>國立臺南大學<br>數位學習科技學系碩博士班<br>107<br>Along with the progress of technology, we discovered the importance of animation in children's education and observed the high interest of children in animation. Therefore, this study applied the theory of limb kinesthetic intelligence to stop animation learning, using qualitative research on spindle coding and behavioral sequence analysis, and aimed at the students in the Tainan City National Primary School Creative Elementary Education Program for the fourth and fifth grade students. We will discuss the stoppage animation, the course guidance, observation and interview of the physical kinesthetic intelligence, and finally find out the influence of the physical kinesthetic intelligence theory on the schoolchildren. The purposes of our research are: 1. Explore the teaching design scheme of limb kinesthetic intelligence applied to stop animation. 2. Explore the teaching practice of limb kinesthetic intelligence applied to the stop animation course. 3. Explore the physical kinesthetic intelligence applied to students in the stop animation course learning effect. The results of this study found that students can think that their performance can be an animation. The Stop motion animations for them are also a performance in their lives. Because performances and stop motion animations both need to move, and learning how to performance can make their stop motion animation look more natural and smooth, because the imitation of body movements is more aware of the movements of the stop-motion animated characters. Students learn from their physical kinesthetic intelligence that stop motion animation needs to be photographed one by one, and learning performances to decompose movements can make your stop motion animation smoother. They can also understand the production of stop motion animation characters in more body ways. Participating in the performance, you can understand the more logical way to create a stop motion animation character. This research can also be used in the design of gifted students, which will help the future gifted students.
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Yang, Wei-Wen, and 楊偉彣. "The Interrelated Study of Creative Bodily-kinesthetic Activity and Children's Multiple Intelligence." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/07275283810058580463.

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碩士<br>國立嘉義大學<br>幼兒教育學系碩士班<br>92<br>The Interrelated Study of Creative Bodily-kinesthetic Activity and Children’s Multiple Intelligence Wei-Wen Yang Abstract The purpose of this study is to explore the curriculum design and activity contents of participating a “ program with creative bodily-kinesthetic activity approach”, and after adopting this program , what are children’s changes on linguistic intelligence, bodily-kinesthetic intelligence, intrapersonal intelligence, and interpersonal intelligence. Further, this study analyzes what are these children’s parents’ viewpoint and feeling to this program. In order to achieve the above three purposes, this study adopts qualitative study methods, including interviewing, participant observation, and document analysis, to be the main information collecting tools. Totally, there are six first graders participating in this study, three of them are girls and three of them are boys. There are some conclusions found in this study as follows: 1. Curriculum design and activity contents of a “program with creative bodily-kinesthetic activity approach” (1)To start with a story makes the extension of subject discussion more easily. (2) To use “body parts” and “body movement” variation helps the design of different of creative bodily-kinesthetic activities. (3) Creative bodily-kinesthetic activities are good for children to heighten the ability of creation, thinking, and imagination. (4) It is a necessary principle to encourage children’s performance when implementing a “ program with creative bodily-kinesthetic activity approach”. 2. Children’s changes on multiple intelligence (linguistic intelligence, bodily-kinesthetic intelligence, intrapersonal intelligence, and interpersonal intelligence) (1) Creative bodily-kinesthetic activities are helpful to the development of children’s linguistic intelligence, bodily-kinesthetic intelligence, intrapersonal intelligence, and interpersonal intelligence. In addition, this“ program with creative bodily-kinesthetic activity approach” is the most helpful to the development of bodily-kinesthetic intelligence. (2) Because of individual difference, the excellent intelligence is different among each child. 3. Parents’ viewpoint and feeling to this “ program with creative bodily-kinesthetic activity approach” (1) This “ program with creative bodily-kinesthetic activity approach” is good for children to develop the ability of expression and self-confidence. (2) It is warm and harmonious around in such a small learning group. Key words：Creative、Bodily-kinesthetic、Multiple intelligence
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Chen, Ying Miao, and 陳盈妙. "Applying Appropriate Toy Design to Promote and Enhance Bodily-Kinesthetic Intelligence of Preschool Children." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/41403803075278161986.

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碩士<br>明志科技大學<br>工業工程與管理研究所<br>98<br>This study is based on the theory of multiple intelligences and selects the bodily / kinesthetic intelligence as the core of the research. Literature reviews show that the theory of multiple intelligences has mostly been applied in the teaching field; applying the theory in the practice of toy design or related fields is rare, which motivates the researchers to conduct this study. By adopting KJ method, this research recruited kindergarden teachers to categorize the children’s toys, collected from well-known brands, with respect to multiple intelligence theory. Two-stage experiments of toy categorization were conducted. The first stage was to categorize all of the collected toys in terms of the eight multiple intelligences. The second stage was to categorize the toys associated with bodily / kinesthetic intelligence. Results indicated that collected toys in the bodily / kinesthetic intelligence can be divided into ten groups. The results can help parents select the most proper toys for their childrens to promote and enhance their multiple intelligences development. Finally, experienced designers were recruited to analyze the ten groups of toys associated with bodily / kinesthetic intelligence in order to develop product features associated with bodily / kinesthetic intelligence development. The product features can serve as a reference for toy designers and planners.
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Pienaar, Hester Catharina. "Application of accelerated learning techniques with particular reference to multiple intelligences." Thesis, 2008. http://hdl.handle.net/10500/2021.

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The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach. A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom. A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods. It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach.<br>EDUCATIONAL STUDIES<br>MED (DIDACTICS)
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Books on the topic "Bodily-kinesthetic intelligence"

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Patterson, Marilyn Nikimaa. Every body can learn: Engaging the bodily-kinesthetic intelligence in the everyday classroom. Zephyr Press, 1997.

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Every Body Can Learn: Engaging the Bodily-Kinesthetic Intelligence in the Everyday Classroom. Zephyr Press (AZ), 1996.

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Fisher, Maurice D. Multiple Intelligences in the World: Quotations and Bibliographies for the Study, Understanding and Application of Verbal, Logical Mathematical, Musical, Bodily Kinesthetic, Visual Spatial, Intrapersonal, Interpersonal and Naturalist Intelligence. Gifted Education Pr, 1999.

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Book chapters on the topic "Bodily-kinesthetic intelligence"

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"Bodily-Kinesthetic Intelligence." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_5471.

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Greenberg, Kevin, Robert Z. Zheng, and Isabelle Maloy. "Understanding the Role of Digital Technology in Multiple Intelligence Education." In Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0249-5.ch004.

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The theory of multiple intelligences has been embraced by the education and research communities worldwide. Substantial research has been conducted to understand multiple intelligences and learning. However, studies that examine how various types of technology affect across the board the different types of intelligences in learning is lacking. This chapter reviews the multiple intelligence (MI) theory and how emergent technologies can be used to support MI learning in education using a meta-analysis method. The results reveal that bodily-kinesthetic is most responsive to technology-based intervention compared to other types of intelligences and that immersive and visual images are effective in improving verbal linguistic and bodily-kinesthetic intelligences. Discussion of the findings are made along with their implications in educational practices. Suggestions for future research and practice are made in regard to multiple intelligence and emergent digital technology.
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Neira-Piñeiro, María del Rosario, M. Esther Del-Moral, and Inés Fombella-Coto. "Stimulating Multiple Intelligences in Infant Education From an Augmented Didactic Itinerary." In Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0249-5.ch007.

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This chapter investigates the contributions made by augmented reality (AR) to develop multiple intelligences in infant education, along with the opportunities offered by augmented didactic itineraries (ADI) as a suitable formula for the global activation of different intelligences by means of AR resources. The methodological guidelines followed to prepare an ADI are explained, and the case study method is adopted for the purpose of describing a model aimed at infant education schoolchildren—used in teacher training—in which are specified the activities included, together with the AR resources and applications that it comprises. More precisely, this ADI takes children's literature as a starting point and especially activates naturalistic, spatial, and bodily kinesthetic intelligence. Likewise, its training potential is analyzed from a didactic, digital and creative dimension so that it can serve as a model for future teachers to design their own aids.
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Conference papers on the topic "Bodily-kinesthetic intelligence"

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Xia, Qi, Wei Wang, and Jun Wang. "Evaluation of bodily-kinesthetic intelligence based on computer contextual method." In 2013 International Conference on Sport Science and Computer Science. WIT Press, 2014. http://dx.doi.org/10.2495/cccs130231.

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Suhadi, Suhadi, Sugiyanto Sugiyanto, Hari Amirulloh, and Sulaiman, Sulaiman,. "Bodily-Kinesthetic Intelligence Level of First Grade Elementary School Students." In Proceedings of the 2nd International Conference of Science and Technology for the Internet of Things, ICSTI 2019, September 3rd 2019, Yogyakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.20-9-2019.2290949.

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Lee, Dongjin, Woo-han Yun, Chankyu Park, Hosub Yoon, and Jaehong Kim. "Analysis of children's posture for the bodily kinesthetic test." In 2015 12th International Conference on Ubiquitous Robots and Ambient Intelligence (URAI). IEEE, 2015. http://dx.doi.org/10.1109/urai.2015.7358886.

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