Assessing the Relationship Between Youth Sport Participation Settings and Creativity in Adulthood

Bowers, Matthew T.; Green, B. Christine; Hemme, Florian; Chalip, Laurence

doi:10.1080/10400419.2014.929420

Cited by 43 publications

(35 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Few studies have investigated the relation between physical activity and thinking. Children who participate in organized sport activities have been found to demonstrate a lower level of creativity as adults when compared to individuals participating in non-organized sport activities [ 46 ].…”

Section: Resultsmentioning

confidence: 99%

“…Some of the conducted studies are of a cross-sectional character [ 34 , 35 , 38 , 39 , 42 , 44 , 46 , 52 , 61 , 63 , 68 ] and some include interventions of various kinds [ 4 , 5 , 15 , 16 , 31 , 32 , 37 , 40 , 41 , 43 , 45 , 50 , 51 , 57 , 60 , 62 , 64 , 65 , 66 , 67 , 69 , 70 ]. While this does not influence the direction of the results, it does impact things such as the effect size or the correlation coefficients.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Physical Activity and Cognitive Functioning of Children: A Systematic Review

Bidzan-Bluma

Lipowska

2018

IJERPH

308

175

View full text Add to dashboard Cite

Childhood is an important and sensitive period for cognitive development. There is limited published research regarding the relationship between sports and cognitive functions in children. We present studies that demonstrate the influence of physical activity on health, especially a positive correlation between sports and cognitive functions. The keywords “children, cognition, cognitive function, physical activity, and brain” were searched for using PsycInfo, Medline, and Google Scholar, with publication dates ranging from January 2000 to November 2017. Of the 617 results, 58 articles strictly connected to the main topics of physical activity and cognitive functioning were then reviewed. The areas of attention, thinking, language, learning, and memory were analyzed relative to sports and childhood. Results suggest that engaging in sports in late childhood positively influences cognitive and emotional functions. There is a paucity of publications that investigate the impact of sports on pre-adolescents’ cognitive functions, or explore which cognitive functions are developed by which sporting disciplines. Such knowledge would be useful in developing training programs for pre-adolescents, aimed at improving cognitive functions that may guide both researchers and practitioners relative to the wide range of benefits that result from physical activity.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Physical Activity and Cognitive Functioning of Children: A Systematic Review

Bidzan-Bluma

Lipowska

2018

IJERPH

308

175

View full text Add to dashboard Cite

show abstract

“…It seems that the involvement in many different sports/game situations during the early years is mandatory to improve creativity [ 13 ]. Further, deliberate play is considered to be fertile ground for the enhancement of creative expressions [ 14 ]. The low structured and playful environments provide freedom to explore a broader range of solutions to overcome game problems [ 15 , 16 ].…”

Section: Introductionmentioning

confidence: 99%

Effects of the Skills4Genius sports-based training program in creative behavior

et al. 2017

View full text Add to dashboard Cite

Team Sports has been suggested as a suitable environment to investigate creative behavior. This study’s purpose was two-fold: first, it intended to identify the effects of the Skills4Genius sports-bases training program in thinking, motor, and in-game creative behavior in team sports. Second, it aimed to investigate the relationship between creative thinking and in-game creativity. Forty children from primary school were allocated into control (n = 18, age: 9.2±0.4) and experimental (n = 22, age: 9.5±0.7) groups. The experimental group participated in a five-month training program involving either creative thinking, diversification, physical literacy, and nonlinear pedagogy approaches (Skills4Genius). Variables in the study included: a) creative thinking; b) motor performance (vertical jump, speed, and agility); c) in-game individual creative behavior (attempts, fluency, and versatility); and d) in-game collective behavior (positional regularity). The results suggested that the Skills4Genius program fostered creative thinking, agility, and speed performance. Moreover, it stretched the in-game individual creative behavior mainly through the improvement of the attempts and versatility of the player’s actions. Lastly, it nurtured a better learning of the tactical principles, whereas the children were more coordinated with their teammates’ and opponents’ positioning. Additionally, this study presents a positive correlation linking creative thinking and in-game creative performance. These findings highlighted that creativity is facilitated while players become more thinking and game-skilled. Coaches and educators may apply this functional environment to inspire children’s disposition to move outside the box and trigger a creative spark in team sports players. Notwithstanding, the sports environment is ideally suited for fostering creative behavior, a higher-order disposition that will go on to differentiate the everyday life of a child.

show abstract

“…Although employee creativity has not been studied in a sport management context, individual-level creativity has been examined. Bowers et al (2014) found hours spent in structured youth sport experiences were negatively associated with creativity as an adult, whereas unstructured hours were positively associated. Interestingly, those who spent half their sporting experience in structured and half in unstructured experiences were the most creative.…”

Section: Theory Of Individual Creativitymentioning

confidence: 91%

“…Individual creativity has been extensively studied across a variety of contexts, including the arts (e.g., Stevens & Leach, 2015), education (e.g. Craft, Cremin, Hay, & Clack, 2014), manufacturing (e.g., Oldham & Cummings, 1996;Tierney, Farmer, & Graen, 1999), technology (e.g., Zhang & Bartol, 2010a), business (e.g., Amabile, 1983;Grant & Berry, 2011), and even sport (e.g., Bowers, Green, Hemme, & Chalip, 2014;Memmert, 2006). Others have studied the effect of the environment on creativity (e.g., Amabile et al, 1996;Anderson & West, 1998).…”

Section: Chapter Two Literature Reviewmentioning

confidence: 99%