creativity and sport
150137074
Self Efficacy and Conceptions of Ability of Intelligence, Creativity, and Sport
Author(s) Holland, Davin Advisor(s) Worrell, Frank C. Abstract: Dweck (1986) hypothesized that some students believe intelligence is a stable quantity that cannot be altered (i.e. fixed) whereas other students view intelligence as a flexible trait that can be changed with effort (i.e. malleable) Presumably, students with a malleable belief about, or a malleable conception of, intellectual ability will be more efficacious in their academic performance compared to those with a fixed conception. Little research exists on the relationships between conceptions of ability and self efficacy. Using a sample of 151 predominately Asian and Filipino American middle school students from an urban area, I examined the relationships among domain specific conceptions of ability and domain specific self efficacy in the areas of intellectual, creative, and sport abilities. Participants were recruited from a school in the San Francisco Bay Area of the United States. Results indicated that conceptions of intellectual ability did not predict a meaningful proportion of the variance in academic self efficacy and conceptions of creative ability did not predict a meaningful proportion of the variance in creative self efficacy. Conceptions of sport ability accounted for a meaningful proportion of the variance in sport self efficacy. There were no associations between conceptions of intellectual ability and self reported grades. Implications of the findings within the field, limitations of the current study, and future directions of research are discussed.
Davin Holland
193494760
Movement Inside: Movement Outside: The Arts, Creativity and Sport
Julian Manley
149460806
The Impact of The Creativity Levels of The Students Who Study at The School of Physical Education and Sport on Their Critical Thinking Dispositions
The aim of this study is to examine the impact of the creativity levels of the students who study at the School of Physical Education and Sport on their critical thinking dispositions. In accordance with this purpose, the sample is composed of 341 students randomly selected from the Erciyes University School of Physical Education and Sport. In the study, The California Critical Thinking Disposition Inventory which was adapted into Turkish by Kokdemir (2003) the creativity level scale adapted by Coban (1999) and the "Personal Information Form" prepared by the researcher were used as data collection tools. Statistical analyzes of the data obtained from the Personal Information Form were made with the SPSS 20.0 package program. Personal information about the candidates, total inventory scores and factor scores were given by determining their frequency (f) and percentage values. The Pearson Product Moment Correlation analysis (r) was applied in order to reveal the relationship between the scores obtained from the scales and the multiple regression analysis (b) was applied in order to determine whether the obtained scores were predictive of each other. While a positively significant relationship was revealed between creativity and the critical thinking sub dimensions curiousness, analyticalness, open mindedness, truth seeking, and self confidence; a significant relationship could not be determined between creativity and the systematicity sub dimension. Also, it has been determined that the critical thinking and creativity level scale scores were at medium level. When the results obtained from our study are examined, it is seen that the level of creativity affected critical thinking methods as well as many other areas. For this reason, it is thought that it is important for the teacher training institutions to also include senior thinking skills in preparing their programs.
Osman Pepe
151183016
Tactical creativity and decision making in sport
Anticipation and Decision Making in Sport
Daniel Memmert Andre Roca
141787454
'He's still the winner in my mind' Maintaining the collective identity in sport through social creativity and group affirmation
Social Creativity and Group Affirmation are two strategies by which individuals who identify with a sporting activity, team, group or individual may protect that sense of identification in light of negative events. This article explores the use of such strategies through examining reactions to doping allegations surrounding Lance Armstrong to explain how members of two brand communities (one based on the brand of Armstrong as a cyclist and the other on the brand of Armstrong as a cancer survivor) maintain a sense of allegiance. Through undertaking a netnographic approach, six strategies were identified by members of these communities, three of which could be identified as Social Creativity Strategies (Lance Armstrong as 'superhuman' the notion of cycling as a 'level playing field' Armstrong as scapegoat) and three as Group Affirmation (Armstrong as a continuing inspiration, the Armstrong legacy and denial) The two brand communities demonstrated differing patterns of maintenance, with those within the cycling community focusing more upon Social Creativity strategies, whereas those members of the Armstrong as cancer survivor brand tended to focus upon Group Affirmation strategies.
Ian Jones
148580003
Creativity as a developmental resource in sport training activities
ABSTRACT The multidimensional concept of creativity has a much wider scope of application than disclosed by prevailing research on sporting creativity. In this area, creativity is mostly perceived, praised, and approached for its performative, in game benefits. Pointing to the belief that creativity requires well developed technical skills, this phenomenon is often treated as a performative end. When targeting creative match performances, the developmental and experiential benefits of creative activities may be neglected, and creativity may be reserved for the best offensive players. To nourish and nuance practical and scholastic dialogues, the purpose of this paper is to conceptualize creativity as a developmental resource in sport training activities. This is accomplished by building on and articulating [Shilling, C. (2005) Body in culture, technology and society. London: SAGE] body sociology, [Glaveanu, V. P. (2012) What can be done with an egg? Creativity, material objects, and the theory of affordances. The Journal of Creative BehaviorJournal of Creative Behavior, 46(3) 192 208. doi:10.1002/jocb.13, Glaveanu, V. P. (2016b) The psychology of creating: A cultural developmental approach to key dichotomies within creativity studies. In The Palgrave handbook of creativity and culture research (pp. 205 223) London: Palgrave Macmillan UK. doi:10.1057/978 1 137 46344 9_10] socio cultural notions about creativity, and [Dewey, J. (1916) Democracy and education an introduction to the philosophy of education. New York, NY: The Free Press. educational philosophy. Based on these positions, creativity is treated as a dynamic quality of action that is located in the transaction between the player and the specific situation (i.e. affordances, intentions, and norms) Hence, creativity regards the exploratory and playful processes of discovering, exploiting, and originating unusual action possibilities (i.e. acting on unperceived, unexploited, and uninvented affordances) Grounded in these ideas, we argue for the stimulation of creative actions during training, which should not be forgotten when trying to nurture in game creativity. Essentially, the developmental benefits (e.g. learning and enjoyment) of creativity could apply to all players, at all levels. Among others, creativity may enhance their situated potential (e.g. expanding the boundaries of usual actions; developing the capacity for novel actions) For instance, the exploration of unexploited affordances (i.e. actions normally avoided due to norms) entails broad experiences and may help the players discover novel actions. Moreover, creative activities may develop the players' capacity to search for, handle, and/or create unexpected, unusual, and novel situations. This is vital for players' development and performance.
Ludvig Johan Torp Rasmussen Lars Domino Ostergaard Vlad P Glaveanu
202559406
Developing Creativity to Enhance Human Potential in Sport: A Wicked Transdisciplinary Challenge
The challenge of developing creativity to enhance human potential is conceptualized as a multifaceted wicked problem due to the countless interactions between people and environments that constitute human development, athletic skill, and creative moments. To better comprehend the inter relatedness of ecologies and human behaviors, there have been increasing calls for transdisciplinary approaches and holistic ecological models. In this paper we explore an ecological dynamics rationale for creativity, highlighting the conceptual adjacency of key concepts from transdisciplinarity, dynamic systems theory, ecological psychology and social cognitive psychology. Our aim is to extend the scope of ecological dynamics and contextualize the application of non linear pedagogy in sport. Foregrounding the role of sociocultural constraints on creative behaviors, we characterize the athlete environment system as an ecological niche that arises from, and simultaneously co creates, a form of life. We elaborate the notion that creative moments, skill and more generally talent in sport, are not traits possessed by individuals alone, but rather can be conceived as properties of the athlete environment system shaped by changing constraints. This re conceptualization supports a pedagogical approach predicated on notions of athletes and sports teams as complex adaptive systems. In such systems, continuous non linear interactions between system components support the exploration of fluent and flexibly creative performance solutions by athletes and sports teams. The implications for practice suggest that cultivating a constellation of constraints can facilitate adaptive exploration of novel affordances (opportunities/invitation for action) fostering creative moments and supporting creative development in athletes. Future models or frameworks for practice contend that pedagogies should emerge from, and evolve in, interaction with the sociocultural context in which practitioners and athletes are embedded.
Front. Psychol.
James Vaughan Clifford J Mallett Keith Davids Paul A Potrac Maurici A Lopez-Felip
181487762
Defining, assessing, and developing creativity in sport: a systematic narrative review
ABSTRACT Research on creativity in sport is gaining momentum, due to a growing interest from coaches and academics in developing strategies to increase unpredictability in individual and collective behaviour which may allow teams to gain an important advantage over their opponents. The purpose of this paper was to conduct the first systematic narrative review of the literature on sporting creativity, critically synthesising 51 years of published research (1967 2018) and proposing avenues for future research. Six databases were used, and 48 documents met search criteria. The findings are organised in four categories: (a) defining creativity, (b) correlates of creativity, (c) assessing creativity and (d) developing creativity. Creativity definitions and assessments have privileged thought processes over the ability to act. A distinction is warranted between creativity about sport and creativity in sport (in action) and aligned assessment methods. The literature does not support a single strategy for the development of sporting creativity but does support its trainability. Evidence of the effectiveness of programmes for the enhancement of sporting creativity is growing but is still limited. Furthermore, while it is recognised that coaches have a pivotal role in the development of sporting creativity, research involving them is still scarce.
International Review of Sport and Exercise Psychology
Francisco de Sa Fardilha Justine B Allen
216580704
Models of game intelligence and creativity in sport
Skill Acquisition in Sport
Daniel Memmert Stefanie Konig
150827015
Sport, Education and Corporatisation
Geoffery Zain Kohe Holly Collison