Interconnection of physical condition and intellect of sport academy students

Por: Uldis Gravitis.

Athens 2004: Pre-olympic Congress

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One of the most often discussed questions in psychology is - what is intelligence, intellect. There is no uniform definition about these terms. In recent 20 years two notions of intellect are put forward. A part of specialists emphasizes the practical importance of the intellectual abilities, including knowledge in connection with the common sense in real life situations. Another part of specialists emphasizes the many-sided nature of intellect, they analyze intellect as linguistic, spatial, logical and mathematical [1]. According to the different explanations it seems that they are as many as psychologists, however, we can find 2 common features: 1) the ability to learn from experience; 2) the ability to adjust to the environment [2].


R.Amthauer’s intellect structure test, the student physical condition test and the methods of mathematical statistics were used in the research. R.Amthauer’s test to state the intellect quotient is adapted and standardized in Latvia by the LU Prof. O.Nikiforov [3]. The test is meant to state intellectual abilities in connection with the choice of one’s profession or suitability to the profession. The test consists of 9 parts and each part contains 16-20 tasks.


The results of the R.Amthauer’s test show that 94 intellect structure indices (IQ) out of 96 researched students according to the standardized norms of the test for the definite age group (18 - 35) are in the point interval 83 up to 122. The wide range of the IQ interval shows that LASE 1st year students have different intellectual abilities.


The intellectual abilities of the researched students are good enough to acquire study programs. The IQ indices comply with the regularities of Gauss normal distribution and 92 % of the students it is in the borders of 100+/- 15 and 4 % of
the students it is higher than 115, and 4 % of the students it is lower than 85. The obtained correlation coefficients correspond to the norms stated by R.Amthauer.


[1] Geidžs N. (1999). J.Zvaigzne ABC, 662 p.
[2] Lūse I. (2004). Rīga, 77 p.
[3] Ņikiforovs O. (2001). Rīga, LU Pedagoģijas un psiholoģijas institūts, 34 p.






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