Relationships between empathy and creativity in collective games: a comparison between handball and sitting ball

Abstract

In collective motor situations, creativity and empathy are central and strongly connected to cognitive and affective processes. Indeed, in the environment of high social uncertainty of games and sports, empathy would allow the player to anticipate motor behaviors in order to promote creative decision-making, i.e., to destabilize his opponents. On this basis, this study pursues two objectives. The first is to propose indicators to question the links between sociomotor empathy and motor creativity in an ecological situation. The second is to investigate the potential influence of the internal logic of two very different collective games (handball and Sitting ball) on the type of links that are woven between empathy and creativity. Two groups of students were recruited (n = 22 and 23) and participated in each of the games mentioned. The games were video recorded. The praxical communications made by each player were recorded and sorted by two trained observers. The results revealed major differences between the two studied collective games. In handball, there was a correlation between instrumental empathy (valuing cognitive aspects) and indicators of motor creativity (p < 0.05). The more creative the players are (quantity, diversity and quality of performance), the more they manage to accurately anticipate the behavior of other players. In Sitting Ball, there was no correlation between creativity indicators and instrumental empathy. On the other hand, it is noticed that instrumental empathy was correlated with socio-affective empathy (p < 0.001). To make their motor decisions, the players do not rely exclusively on the decoding of behaviors but significantly mobilize the feelings that they ascribe to the other co-participants. The results of this work invite reflection on the diversity of playful reading grids to be offered to students in order to develop their motor adaptability.

Дослідження Взаємозв’язку Емоційно-Гностичних Та Особистісних Особливостей Із Параметрами Творчості Підлітків

“…As recent research shows, such an opportunity depends on a range of factors, namely: the diversity and uniqueness of this potential, talents, ideas and opportunities that can serve as a basis for creative activity (van der Zanden et al, 2020); self-esteem, confidence, self-significance, belief in one's abilities ; flexibility and openness to new experiences, desire to learn something new Popovych & Blynova, 2019); self-determination, motivation, gnostic emotions (Cheban et al, 2020;Chebykin, 2023). There are also studies that indicate the connection between creativity and emotional intelligence (Xu et al, 2019), empathy, a tendency to cooperate (Oboeuf et al, 2023;Zhuravlova & Chebykin, 2021), communicative abilities (Aini et al, 2020) and others. Thus, as we can see, the realization of this potential depends on психології (Kryshtanovych et al, 2021: 34).…”

“…Як свідчать дослідження останніх років, така можливість залежить від низки важелів, а саме: розмаїття та унікальності цього потенціалу, талантів, ідей та можливостей, які можуть слугувати основою для творчої діяльності (van der Zanden et al, 2020); самооцінки, впевненості, почуття власної значущості, віри у свої можливості ; гнучкості та відкритості новому досвіду, бажанні вчитися новому Popovych, Blynova, 2019); самовизначення, мотивації, гностичних емоцій (Cheban et al, 2020;Chebykin, 2023). Також є дослідження, у яких зазначено зв'язок прояву творчості з емоційний інтелектом (Xu et al, 2019), емпатією, схильністю до співпраці (Oboeuf et al, 2023;Zhuravlova, Chebykin, 2021), комунікативними здібностями (Aini et al, 2020) a variety of factors, combining the emotional and gnostic characteristics of the personality. Summarizing these and other data, it can be stated that creativity is naturally connected with a wide range of various personal traits, among which there may be emotional-gnostic ones, which are actually integrated with all manifestations of the individual's cognitive activity.…”