Primary physical education perspective on creativity: the nature of creativity and creativity fostering classroom environment

Abstract

From the beginning of the twenty-first century, many authorities and educational policies had begun to campaign their curricula towards the promotion of creativity. Researchers' interest turned to teachers' perceptions, implicit theories and beliefs about creativity-related issues which reflect and influence their behaviours and actions in classroom settings. Till today, no research recorded physical educators' (PEds) perceptions about creativity-(PAC) related issues, although many EU member states promote creativity in their primary curricula. The PAC questionnaire was developed to explore PEds' perceptions on: (a) the characteristics of creative students, (b) students' creative outcomes, (c) the nature of creativity and (d) the creativity fostering and inhibiting classroom environment. The present paper discusses the findings from the two latter aspects. Although PEds seemed to lean towards the democratic approach of creativity, many of them held contradicting views. Also, they appeared undecided, unaware and inconsistent with regard to creativity fostering classroom environment issues.

Creativity and physical fitness in primary school‐aged children

“…It is generally accepted that creativity is a significant result of schooling . Since the beginning of the 21st century may countries have begun to adopt educational policies designed to promote creativity . Torrance defined creativity as the process of becoming sensitive to problems, deficiencies, gaps in knowledge, missing elements, disharmonies and so on; identifying the difficulty; searching for solutions, making guesses, or formulating hypotheses about the deficiencies; retesting and testing hypotheses and possibly modifying these and retesting them and, finally, communicating the results.…”

Preliminary psychometric properties of the CFTIndex in Greece: the perspective of physical education

“…Many researchers explored teachers' implicit theories about creativity-related issues (Johnson, Runco, & Raina, 2003;Runco, 1984;Runco, Johnson, & Baer, 1993), as well as other synonymous terms such as perceptions, beliefs, views, stances and conceptions (Bolden, Harries, & Newton, 2010;Chien & Hui, 2010;Craft, Cremin, Burnard, & Chappell, 2007;Diakidoy & Kanari, 1999;Fleith, 2000;Fryer & Collings, 1991;Gregoriadis, Zachopoulou, & Konstantinidou, 2011;Kampylis, Bekri, & Saariluoma, 2009;Kokotsaki, 2011;Konstantinidou, Gregoriadis, & Grammatikopoulos, 2011;Konstantinidou, Gregoriadis, Grammatikopoulos, & Michalopoulou, 2013;Konstantinidou, Michalopoulou, Aggelousis, & Kourtesis, 2011Martin, Craft, & Tillema, 2002;Park, Lee, Oliver, and Cramond, 2006;Tan 1999Tan , 2001Tin, Manara, & Ragawanti, 2010). A systematic analysis and synthesis of the existing literature on K-12 teachers' implicit theories, beliefs or conceptions about creativity (Andiliou & Murphy, 2010) revealed that the majority of the studies explored one of the three aspects: (a) creativity as a construct, (b) the profile of creative individuals and (c) the creativity supportive classroom environment.…”

“…Few attempts have been made to explore the PE perspective on creativity through the lenses of physical educators (PEds) regarding the nature of creativity, the characteristics of the creative students, their creative outcomes and the creativity-fostering classroom environment (Konstantinidou, Gregoriadis, & Grammatikopoulos, 2011;Konstantinidou, Gregoriadis et al, 2013;Konstantinidou, Michalopoulou et al, 2011. These attempts have been made on the level of primary PE.…”

Development Creativity Students Through the Application of Problem Based Learning Model in Physical Education in Reviewed of Adversity Quotient

“…Related to the explanation, then one of the efforts to bridge the development of student creativity is through learning physical education in the school environment (Cheung, 2010). But unfortunately, research on creativity is still rarely done in the world of education, especially physical education (Konstantinidou, Michalopoulou, Agelousis, & Kourtesis, 2013). There is a learning model that is expected to be able to increase the creativity that is owned by students is by applying problem based learning model.…”