This is the case, for example, when a team sports player manages to make a difficult technical gesture for the first time. A thought or action may already have been performed by other people while being original, authentic and meaningful to its author in his own life context. Furthermore, there are different levels of creativity ( Beghetto and Kaufman, 2007). It is now accepted that creativity can be found in all sectors: graphic, verbal, literary, social, scientific, mathematical, musical and also in the field of games and sports ( Parlebas, 1999 Memmert et al., 2013 Oboeuf et al., 2019). Creativity is not limited to the fields of “arts and sciences” or great discoveries ( Lubart et al., 2015). This research invites us to investigate the complementarity between the different offered training.Ĭreativity refers to the ability to generate new, original work that is meaningful in its context ( Amabile, 1996 Runco and Jaeger, 2012 Anderson et al., 2014). The results showed that traditional games can help develop players’ creative abilities. The latter group is also the one with the best convergence ( p < 0.001). Compared to the control group, in the post-test, the group with the highest fluidity is the decoding group ( p < 0.001) and the one with the highest fluidity is the traditional sporting games group. The motor creativity of players and groups was assessed both at the beginning and at the end of the year during football matches. Each year, a team of 10 players from each club participated in the research twice a week for 32 weeks (8 months), these groups attended different training sessions: (a) the control group ( n = 20) followed a classical learning (b) the decoding group ( n = 20) attended training focused on learning the praxemes of football (c) the traditional sporting games group ( n = 20) followed a training session that was jointly focused on praxemes and the practice of traditional sporting games. Sixty boys’ football players ( M = 8.67 SD = 0.3) coming from three football clubs participated in this research. Convergence, understood as the ability to make good decisions, is assessed by two expert judges ( R > 0.90). In our case, the number of communications (fluidity) and the diversity of updated communications (flexibility) are our divergence indicators.
Creativity originates from an interaction between divergence and convergence. To carry out this work, we suggest a method for assessing motor creativity into ecological situations based on the analysis of praxical communications. In team sport, creativity is a fundamental issue because it allows players to adapt in an environment of high social uncertainty. The aim of this present study is to investigate the influence of three learning contexts on the development of motor creativity of young footballers (8–9 years old).
Alexandre Oboeuf *, Sylvain Hanneton, Joséphine Buffet, Corinne Fantoni and Lazhar Labiadh