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This study used a modified multiple baseline approach across groups to determine the effects of a creative problem‐solving intervention series on the game‐play decision making of university badminton students. All subjects were videotaped five times (once per week) in five‐minute game play sessions with the same partner each time. One group (experimental) underwent creative problem‐solving interventions on a weekly basis. Following the interventions and videotaping, each five‐minute segment was coded via computer for frequencies of occurring tactical decisions. Results suggest that although certain categories did not generate positive support, the experimental intervention tended to continually improve decision‐making in the most strategic categories (running opponents and jamming them) during game play in badminton.

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