Abstract

Purpose: This study investigated the levels of multiple intelligences, physical fitness, and sport-specific technical skills among elementary school students and examined the relationships between these three constructs to identify key cognitive predictors of motor and athletic development in young learners. Methods: Ninety-two fifth-grade male Iraqi students participated. Physical fitness was assessed via medicine ball throw, vertical jump, 30-meter sprint, Barrow agility run, and sit-and-reach test. Technical skills included basketball free throws and dribbling, handball shooting, and soccer zigzag dribbling. Multiple intelligences were measured using McKenzie’s inventory. Results: Results showed below-norm upper and lower limb strength (medicine ball throw: M = 4.5 m; vertical jump: M = 4.62 cm), moderate sprinting (M = 5.11 s), agility (M = 21.8 s), and flexibility (M = 17 cm). Technical skills were moderate (basketball free throws: M = 3; basketball dribbling: M = 11.32 s; handball shooting: M = 17; soccer dribbling: M = 14.2 s). Bodily-kinesthetic intelligence was dominant (M = 3.6). Correlations revealed bodily-kinesthetic intelligence predicted sprinting (r = .209, p < .05), basketball dribbling (r = .221, p < .05), and handball shooting (r = .212, p < .05); visual-spatial intelligence correlated with upper limb strength (r = .247, p < .05); logical-mathematical intelligence with handball shooting (r = .245, p < .05); and interpersonal intelligence with lower limb strength (r = .299, p < .01) and sprinting (r = .209, p < .05). Conclusion: Bodily-kinesthetic intelligence consistently predicted both physical fitness and technical skills, while other intelligences showed selective associations.

Keywords: psychomotor performance, physical performance testing, cognitive development, elementary students, educational measurement