The Development of Motor Creativity in Elementary School Children and Its Retention

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.

Section: Discussionmentioning

confidence: 99%

Section: Motor Creativitymentioning

confidence: 99%

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

Santos

Monteiro

2020

“…Six of the longitudinal studies were published in CRJ, 4 in JCB, and 1 in PACA. These studies examined creativity in different domains, for instance, motor development (Pagona & Costas, 2008), visual arts (Furst, Ghisletta, & Lubart, 2012), and child development (Mullineaux & Dilalla, 2009). Interestingly, these studies also varied by their research purposes.…”

Section: Quantitative Methodologiesmentioning

confidence: 99%

An Empirical Review of Research Methodologies and Methods in Creativity Studies (2003–2012)

Long

2014

103

Based on the data collected from 5 prestigious creativity journals, research methodologies and methods of 612 empirical studies on creativity, published between 2003 and 2012, were reviewed and compared to those in gifted education. Major findings included: (a) Creativity research was predominantly quantitative and psychometrics and experiment were the most frequently utilized quantitative methodologies, (b) judges were employed frequently to assess creativity and correlational techniques were utilized most widely to analyze quantitative data, (c) case study was the most frequently used qualitative methodology, (d) most mixed-methods studies were rooted in quantitative methodology, and (e) both creativity and gifted education research were dominated by quantitative methodologies, but there were less qualitative studies and slightly more mixed-methods studies on creativity. Implications of these findings were further discussed and future research directions were suggested.

“…Last but not the least, because young children were said to express their thoughts mainly through the kinesthetic modality (Memmert, 2007;Pagona & Costas, 2008), the TCAM test was chosen in this study as a developmentally appropriate measurement of preschoolers' potential for motor creativity (Torrance, 1981). The TCAM is suitable for children aged from 3 to 8 because not only the verbal responses but also the responses of movements are encouraged and scored (Cooper, 1991).…”

mentioning

confidence: 99%

Autonomy as Core of Creativity and Compliance: Moderated Moderation Model of Maternal Parenting Behaviors

Wang

Dong

2019

Autonomy is one of the core motivators of children's creativity and (non)compliance. But it is less known how children's (non)compliance links to later creative potential and how maternal parenting behaviors contribute to those links. This article, as part of a longitudinal study, tested whether preschoolers' committed compliance and self-assertion related to their potential for motor creativity and how maternal autonomy-supporting and relatedness-supporting behaviors predicted those relations. Eighty-two Chinese children (32 boys) and their families were included. At 38 months, committed compliance and self-assertion were coded from a cleanup task. Maternal autonomysupporting and relatedness-supporting behaviors were coded from two 5-min mother-child freeplays. At 60 months, the Thinking Creativity in Action and Movement test (TCAM) was used to measure children's potential for motor creativity. Results showed that after controlling for gender and receptive language, the 38-month-olds' committed compliance negatively, and self-assertion positively, linked to creative potential at 60 months. Moderation analyses revealed that the association between self-assertion and creative potential was strengthened by maternal autonomysupporting behavior. This moderating effect, however, was weakened by maternal relatednesssupporting behavior. But maternal parenting behaviors did not moderate the association between committed compliance and creative potential. The limitations of this study were discussed.