The evolution of motor creativity during primary education

Domínguez, Aída María de Vicente; Díaz-Pereira, M. Pino; Martínez-Vidal, Aurora

doi:10.14198/jhse.2015.102.05

Cited by 8 publications

(4 citation statements)

References 13 publications

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“…Hence, further studies are highly recommended to provide further insights. Otherwise, few studies have investigated whether physical fitness or motor performance and creative thinking in childhood may be influenced by age-related stages (Domínguez et al, 2015;Gaul & Issartel, 2016;Runco, 2014). In younger children, the COD and sprint predicted the originality, titles, fluency, and closure, whereas in older, only predicted the closure.…”

Section: Discussionmentioning

confidence: 99%

Uncovering the Role of Motor Performance and Creative Thinking on Sports Creativity in Primary School-aged Children

Santos

Monteiro

2020

Creativity Research Journal

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The demand for creativity in sports has attracted great interest, looking for factors that predict and release children's creative behavior. Our aim was to determine the effects of motor skills and creative thinking on sports creativity, according to gender and age. 198 children (7.71 ± 1.39 years) were recruited. They completed three motor skills tests, the Torrance Test of Creative Thinking and the Creative Behavior Assessment in Teams Sports. Sprint and change of direction (COD) established to be complementary pairs since predicted all the creative thinking (CT) components. COD emerged as a reliable indicator for attempts and originality in game settings. Abstractness of titles emerged as a key component of CT on sports creativity. According to gender, sprint and COD differently predicted the outcomes; in younger ages both were more effective in predicting CT components. Our findings support an interplay between motor, thinking, and sports creativity, revealing commonalities in the underlying processes responsible for driving CT and novel behaviors in sport. Training programs enforced in motor performance and CT should be included in primary schools' curricula and in youth sports academies, assisting sports scientists, coaches, and teachers to develop more effective enrichment environments for fostering children's creative behavior and sports creativity.

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Section: Discussionmentioning

confidence: 99%

Uncovering the Role of Motor Performance and Creative Thinking on Sports Creativity in Primary School-aged Children

Santos

Monteiro

2020

Creativity Research Journal

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“…Contrary to this, other researchers believe that traditional teaching styles can develop creative skills (Oboeuf et al, 2020). Despite such contradictions in recent research, it is suggested to conduct more teaching methods to increase children's creativity (Domínguez et al, 2015).…”

Section: Introductionmentioning

confidence: 91%

“…Researchers acknowledge that creativity is facilitated when divergent thinking mechanisms are activated (Zhang et al, 2020). Their findings highlighted the contribution of movement programs to creative potential development, and the imperative role of a non-judgmental environment, where individuals are free to move spontaneously (Domínguez et al, 2015;Richard et al, 2021). Contrary to this, other researchers believe that traditional teaching styles can develop creative skills (Oboeuf et al, 2020).…”

Section: Introductionmentioning

confidence: 98%

The effect of games based on divergent and convergent thinking on motor competence and creativity in children aged 7-8 years

Alipour¹,

Dehkordi²,

Entezari³

2023

Acta Gymnica

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Background: Children's creativity and motor competence are expandable factors that are related to convergent and divergent thinking processes. Objective: This study aimed to investigate the effect of games based on divergent and convergent thinking on motor competence and creativity in children aged 7-8 years. Methods: Participants aged 7.41 ± 0.39 years (n = 34) were selected based on inclusion criteria and were divided randomly into three groups (divergent thinking, convergent thinking, and control). Participants performed their group interventions in eighteen training sessions (six weeks period). The nonlinear training approach was used to manipulate divergent thinking and linear training was used in the group of manipulating convergent thinking. Each child completed the Movement Assessment Battery for Children -Second Edition to assess motor competence. The Bertsch Test was used to assess motor creativity. Results: In motor competence, the results revealed significant main effects for groups (p < .001) and time (p < .001) as well as significant groups by time interaction effect (p < .001). The divergent thinking group (M = 32.50) was significantly better than the control group (M = 24.79, p < .001), and the convergent thinking group (M = 28.81, p = .003). In motor creativity, the results revealed significant main effects for groups (p < .001) and time (p < .001) as well as significant groups by time interaction effect (p < .001). The divergent thinking group (M = 13.27, p < .001) and the convergent thinking group (M = 12.36, p = .016) were significantly better than the control group (M = 10.63). However, no significant difference was found between the divergent thinking and convergent thinking groups. Conclusions: Physical education teachers and educators are recommended to use the divergent thinking training approach to promote students' motor competence. Also, simple adjustments in the exercise program in the form of games can help children's motor creativity. However, more research is suggested to explore divergent and convergent learning mechanisms.

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“…Toda essa complexidade foi amplamente ressaltada nas respostas dos participantes para esse estudo, para os quais a criatividade signifi ca essencialmente expressar o novo, o diferente, com perfeição e se adequar ao contexto sem perder de vista a beleza e a essência da performance. Contudo, o que é percebido como criativo só será valorizado se houver o atendimento às exigências dos regulamentos técnicos com perfeição, em que a ginasta consiga expressar uma mensagem por formas diferenciadas, prevalecendo a apresentação das relações harmoniosas entre seu domínio corporal, música, estilo escolhido e aparelho, o que implica em utilizar e desenvolver o que Moraru, Memmert e Kamp 42 , Domínguez, Pereira e Vidal 43 destacam como criatividade motora: capacidade de gerar e apresentar soluções originais e diferentes, a partir da combinação de fl exibilidade e fl uência de ideias associadas por meio do domínio de novas tarefas motoras.…”

Section: Avaliação Da Criatividadeunclassified

Percepção subjetiva sobre criatividade: visão de árbitros e técnicos de Ginástica Rítmica

Trevisan

Schwartz

2021

Rev Bras Educ Fís Esporte

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Este estudo qualitativo investigou os parâmetros de julgamento na percepção subjetiva sobre criatividade, na visão de árbitros e técnicos da modalidade Ginástica Rítmica. Para tanto, além de pesquisa bibliográfica, uma pesquisa exploratória contemplou a percepção de árbitros e técnicos desse esporte acerca da criatividade e seu envolvimento no desenvolvimento e julgamento dessa capacidade em âmbito competitivo. Como instrumento para coleta de dados, uma entrevista semiestruturada, a partir de questões elaboradas especificamente para esse estudo, foi aplicada individualmente a uma amostra intencional, selecionada por conveniência, composta por 14 participantes de ambos os sexos, sendo 05 árbitros de GR, com faixa etária entre 23 e 46 anos e experiência de 04 a 22 anos e, 09 técnicos de GR, com idades também entre 23 e 46 anos e tempo de prática de 06 a 20 anos. Todos foram atuantes em competições nacionais na vigência do ciclo olímpico 2013 a 2016. Os dados analisados descritivamente por meio da Técnica de Análise de Conteúdo apontam que esses participantes evidenciaram a criatividade como a capacidade de expressar o novo, o diferente, de forma extraordinária, perfeita e adequada às exigências desta modalidade. Por ter sua importância percebida subjetivamente, esses entrevistados salientaram a relevância do potencial criativo para enriquecer aspectos expressivos, artísticos e técnicos nas performances das atletas. O julgamento da criatividade em âmbito competitivo, ainda que não represente um quesito diretamente estabelecido nos códigos, é realizado de forma subjetiva, sendo esta percebida como um todo coeso, de teor artístico sobre o que é expresso nas séries, considerando, tanto elementos de Dificuldade, quanto de Execução. Esses dados contribuem para novas reflexões, ampliando a compreensão das relações existentes entre criatividade, esporte e arbitragem.

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The evolution of motor creativity during primary education

Cited by 8 publications

References 13 publications

Uncovering the Role of Motor Performance and Creative Thinking on Sports Creativity in Primary School-aged Children

Uncovering the Role of Motor Performance and Creative Thinking on Sports Creativity in Primary School-aged Children

The effect of games based on divergent and convergent thinking on motor competence and creativity in children aged 7-8 years

Percepção subjetiva sobre criatividade: visão de árbitros e técnicos de Ginástica Rítmica

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