The impact of high school students' kinesthetic intelligence on their attitudes towards physical education and sports course

The aim of this study is to examine the relationship between high school students' kinesthetic intelligence levels and their attitudes towards physical education and sports, as well as to identify the influence of various individual and environmental factors on this relationship. The research was conducted using a relational survey model, one of the quantitative research methods, with a sample of 709 students studying in high schools in Bayburt during the 2024–2025 academic year. The data were collected through a demographic information form prepared by the researcher, the Attitude Scale Toward Physical Education and Sports, and the Bodily/Kinesthetic Intelligence Scale. The data were analyzed using SPSS 25.0 through descriptive statistics, independent samples t-test, one-way ANOVA, and Pearson correlation analysis. The findings revealed that students' kinesthetic intelligence levels and their attitudes towards physical education and sports were generally at medium or above-medium levels. Male students showed significantly higher kinesthetic intelligence and attitude scores compared to female students. Grade level was found to create a significant difference only in attitude scores, with 12th-grade students demonstrating higher levels of positive attitudes. Students with better general health status and higher physical activity levels had higher scores in both variables. Additionally, students whose families engaged in sports, who practiced regular physical activity, and who liked physical education classes scored significantly higher on both scales. However, no relationship was found between BMI and either kinesthetic intelligence or attitudes toward physical education and sports. The most essential finding of the study is the positive and significant relationship between kinesthetic intelligence and attitudes toward physical education and sports. As kinesthetic intelligence increased, students' emotional, behavioral, and overall attitudes toward the course improved accordingly. This result is consistent with Gardner's Multiple Intelligences Theory, which emphasizes the role of movement-based learning. Overall, the study highlights the importance of introducing students to sports at an early age, strengthening family and teacher support, and incorporating movement-based learning activities into school environments to enhance both kinesthetic intelligence and positive attitudes toward physical education. Keywords: Kinesthetic intelligence, physical education and sports, attitude.