Assessment of Creativity in Dance in Children: Development and Validation of a Test Instrument

Pürgstaller, Esther

doi:10.1080/10400419.2020.1817694

Cited by 8 publications

(8 citation statements)

References 34 publications

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“…In the pursuit of acknowledging the importance of realistic test settings that reflect the complexity of sports (Diamond, 2015), a modified version of the BAST® movement analysis was developed and used to capture the complexity of movement improvisations performed by university sports students. In contrast to testings that mainly focused on motor creativity in children (e.g., Pürgstaller, 2021; Richard et al., 2018, 2020), the modified BAST® allows for a comprehensive analysis of movement concepts throughout movement improvisations tasks that are suitable for adult participants. At the end of the study program, the DOSP students presented more movement concepts (fluency) with more variations (elaboration) during their movement improvisations.…”

Section: Discussionmentioning

confidence: 99%

“…Studies on motor creativity predominantly resorted to divergent thinking tests (e.g., verbal creativity measures) or test instruments that are often far from the movement phenomena of real‐life sports situations (e.g., agility ladder tasks) and therefore lack external validity. Some highly sport‐specific test instruments consider solely team sports (e.g., Creativity Behavior Assessment in Team Sports; Santos, Jiménez, Sampaio, & Leite, 2017), while recent attempts to include the body as a source and integral component of creativity in individuals focus mainly on children (e.g., Pürgstaller, 2021; Richard, Aubertin, Yang, & Kriellaars, 2020; Richard, Lebeau, Becker, Boiangin, & Tenenbaum, 2018). Due to their age‐specific movement tasks, these tests fail to capture the complexity of human motor creativity in adults.…”

Section: Introductionmentioning

confidence: 99%

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Divergent Motor Learning Programs Improve Motor and Figural Creativity in University Sports Students

Büning,

Lausberg

2023

Journal of Creative Behavior

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Based on studies reporting a link between creative thinking and motor creativity, we investigate whether training motor creativity also positively influences creative thinking. In a longitudinal study design spanning two‐and‐a‐half years, we analyzed the relationships between the development of motor and figural creativity based on two distinct programs: a convergent‐oriented sport study program (COSP) and a divergent‐oriented study program (DOSP). Thirty‐three COSP and 31 DOSP students participated in a comprehensive creativity assessment at the beginning and end of their sport studies. A modified version of the BAST® movement analysis was developed to assess motor creativity. Figural creativity was tested via the TTCT. Although both groups were matched for motor and figural creativity, by the end of their sport studies, the DOSP students outperformed the COSP students in all analyzed motor creativity measures (fluency, elaboration, originality). Furthermore, DOSP students also developed significantly in aspects of figural creativity compared to COSP students. Nonlinear structure and teaching methods in the divergent‐oriented learning environment significantly enhance creativity in sports students by broadening not only their movement repertoire but also transferring these new bodily experiences into the figural domain. These findings support the concept of an underlying supramodal base for motor and figural creativity.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Divergent Motor Learning Programs Improve Motor and Figural Creativity in University Sports Students

Büning,

Lausberg

2023

Journal of Creative Behavior

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“…Therefore, as creativity researchers, we commonly administer tasks and assessments to our participants that are designed to elicit the production of original ideas (e.g., divergent thinking tasks; Dumas & Dunbar, 2014; Forthmann, Paek, Dumas, Barbot, & Holling, 2020; Forthmann, Szardenings, & Holling, 2020; Said‐Metwaly, Taylor, Camarda, & Barbot, 2022). Within the creativity research literature, a relatively wide variety of tasks have been devised for this purpose, which differ depending on the population in which they are intended to be used (e.g., children or adults; Orwig, Diez, Vannini, Beaty, & Sepulcre, 2021; Richard, Aubertin, Yang, & Kriellaars, 2020), the domain in which they are nested (e.g., arts or sciences; Dumas, Schmidt, & Alexander, 2016; Pürgstaller, 2021), and the format in which they are composed (e.g., verbal or drawing; Fink, Reim, Benedek, & Grabner, 2020), among many other differences (e.g., instructions; Acar, Runco, & Park, 2020). Despite all these sources of variation, one aspect that tends to unite creativity assessments is their open‐ended nature (Dumas, Doherty, & Organisciak, 2020; Dumas, Organisciak, Maio, & Doherty, 2020).…”

Section: Summary Of Past Work On Judgment Quality In Creativity Asses...mentioning

confidence: 99%

What Makes Children's Responses to Creativity Assessments Difficult to Judge Reliably?

Dumas,

Acar,

Berthiaume

et al. 2023

Journal of Creative Behavior

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Open‐ended verbal creativity assessments are commonly administered in psychological research and in educational practice to elementary‐aged children. Children's responses are then typically rated by teams of judges who are trained to identify original ideas, hopefully with a degree of inter‐rater agreement. Even in cases where the judges are reliable, some residual disagreement on the originality of the responses is inevitable. Here, we modeled the predictors of inter‐rater disagreement in a large (i.e., 387 elementary school students and 10,449 individual item responses) dataset of children's creativity assessment responses. Our five trained judges rated the responses with a high degree of consistency reliability (α = 0.844), but we undertook this study to predict the residual disagreement. We used an adaptive LASSO model to predict 72% of the variance in our judges' residual disagreement and found that there were certain types of responses on which our judges tended to disagree more. The main effects in our model showed that responses that were less original, more elaborate, prompted by a Uses task, from younger children, or from male students, were all more difficult for the judges to rate reliably. Among the interaction effects, we found that our judges were also more likely to disagree on highly original responses from Gifted/Talented students, responses from Latinx students who were identified as English Language Learners, or responses from Asian students who took a lot of time on the task. Given that human judgments such as these are currently being used to train artificial intelligence systems to rate responses to creativity assessments, we believe understanding their nuances is important.

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“…One reason is that this process follows the physical and mental development of the child. Unlike adults, children have not formed a clear perception of the rules and definitions of dance, and they can live freely and happily without being influenced by the opinions of others (Pürgstaller, 2021).…”

Section: The Impact Of Creativity On Breakdance Teaching and Competitionmentioning

confidence: 99%

“…Heyes (2011) argued that students' conscious or unconscious copying of the content presented by the teacher could lead to imitation. This phenomenon is widespread, especially in dance learning, and students' lack of self-expression and creativity is equally seen as a problem to be addressed by other dance education researchers (Giguere, 2011;Foley, 2016;Pürgstaller, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Importance of Creativity in the Sportification of Breakdance

2022

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Many historical works have attempted to reveal the process of the sportification of physical activity that originated in the eighteenth century. The process of sportification can be divided into three basic mechanisms: The institutionalization of practices, the formalization of standards, and the specialization of roles. Marginalized and discriminated lower-class American youths first used breakdancing to express their emotions. Nowadays, it has been announced by the International Olympic Committee as part of the Paris 2024 Olympic program in Paris, France. Therefore, this change may also further the specialization of breakdance teaching. In addition, this mini-review believes that it is necessary for breakdancing teachers, students, and judges to have a clear understanding of creativity, as it is often used as an essential scoring criterion in breakdancing competitions. This mini-review also shows the origins and evolution of breakdance. Cipher as a form of artistic communication produced the domino effect, which promoted the widespread popularity of breakdance worldwide. Creativity has also driven the evolution of breakdance moves. Finally, this article discusses the advantages and examples of the Four C models and suggests a set of methods for breakdance teachers to foster creativity in breakdance students.

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Assessment of Creativity in Dance in Children: Development and Validation of a Test Instrument

Cited by 8 publications

References 34 publications

Divergent Motor Learning Programs Improve Motor and Figural Creativity in University Sports Students

Divergent Motor Learning Programs Improve Motor and Figural Creativity in University Sports Students

What Makes Children's Responses to Creativity Assessments Difficult to Judge Reliably?

The Importance of Creativity in the Sportification of Breakdance

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