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The effect of games based on divergent and convergent thinking on motor competence and creativity in children aged 7-8 years

Zohreh Alipour, Parvaneh Shamsipour Dehkordi, Marzieh Entezari

. 2023 ; 53 (1) : 1-7. [pub] 20230720

Language English Country Czech Republic

Document type Clinical Study

Persistent link   https://www.medvik.cz/link/bmc24002323

Background: Children's creativity and motor competence are expandable factors that are related to convergent and divergent thinking processes. Objective: This study aimed to investigate the effect of games based on divergent and convergent thinking on motor competence and creativity in children aged 7-8 years. Methods: Participants aged 7.41 ± 0.39 years (n = 34) were selected based on inclusion criteria and were divided randomly into three groups (divergent thinking, convergent thinking, and control). Participants performed their group interventions in eighteen training sessions (six weeks period). The nonlinear training approach was used to manipulate divergent thinking and linear training was used in the group of manipulating convergent thinking. Each child completed the Movement Assessment Battery for Children - Second Edition to assess motor competence. The Bertsch Test was used to assess motor creativity. Results: In motor competence, the results revealed significant main effects for groups (p < .001) and time (p < .001) as well as significant groups by time interaction effect (p < .001). The divergent thinking group (M = 32.50) was significantly better than the control group (M = 24.79, p < .001), and the convergent thinking group (M = 28.81, p = .003). In motor creativity, the results revealed significant main effects for groups (p < .001) and time (p < .001) as well as significant groups by time interaction effect (p < .001). The divergent thinking group (M = 13.27, p < .001) and the convergent thinking group (M = 12.36, p = .016) were significantly better than the control group (M = 10.63). However, no significant difference was found between the divergent thinking and convergent thinking groups. Conclusions: Physical education teachers and educators are recommended to use the divergent thinking training approach to promote students' motor competence. Also, simple adjustments in the exercise program in the form of games can help children's motor creativity. However, more research is suggested to explore divergent and convergent learning mechanisms.

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$a Background: Children's creativity and motor competence are expandable factors that are related to convergent and divergent thinking processes. Objective: This study aimed to investigate the effect of games based on divergent and convergent thinking on motor competence and creativity in children aged 7-8 years. Methods: Participants aged 7.41 ± 0.39 years (n = 34) were selected based on inclusion criteria and were divided randomly into three groups (divergent thinking, convergent thinking, and control). Participants performed their group interventions in eighteen training sessions (six weeks period). The nonlinear training approach was used to manipulate divergent thinking and linear training was used in the group of manipulating convergent thinking. Each child completed the Movement Assessment Battery for Children - Second Edition to assess motor competence. The Bertsch Test was used to assess motor creativity. Results: In motor competence, the results revealed significant main effects for groups (p &lt; .001) and time (p &lt; .001) as well as significant groups by time interaction effect (p &lt; .001). The divergent thinking group (M = 32.50) was significantly better than the control group (M = 24.79, p &lt; .001), and the convergent thinking group (M = 28.81, p = .003). In motor creativity, the results revealed significant main effects for groups (p &lt; .001) and time (p &lt; .001) as well as significant groups by time interaction effect (p &lt; .001). The divergent thinking group (M = 13.27, p &lt; .001) and the convergent thinking group (M = 12.36, p = .016) were significantly better than the control group (M = 10.63). However, no significant difference was found between the divergent thinking and convergent thinking groups. Conclusions: Physical education teachers and educators are recommended to use the divergent thinking training approach to promote students' motor competence. Also, simple adjustments in the exercise program in the form of games can help children's motor creativity. However, more research is suggested to explore divergent and convergent learning mechanisms.
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