creative thinking
Dotaz
Zobrazit nápovědu
sv.
7th ed. xviii, 267 s. : il.
- MeSH
- dějiny MeSH
- kreativita MeSH
- nemoc MeSH
- psychiatrie dějiny MeSH
- psychoanalýza MeSH
- významné osobnosti MeSH
- Publikační typ
- biografie MeSH
- O autorovi
- Ellenberger, Henri F. 1905-1993 Autorita
- MeSH
- dítě MeSH
- kreativita MeSH
- lidé MeSH
- longitudinální studie MeSH
- myšlení MeSH
- psychologické testy statistika a číselné údaje MeSH
- sociální podmínky MeSH
- výkonnost MeSH
- vývoj dítěte MeSH
- Check Tag
- dítě MeSH
- lidé MeSH
- Publikační typ
- srovnávací studie MeSH
- MeSH
- dítě MeSH
- kreativita MeSH
- lidé MeSH
- mladiství MeSH
- sociometrické techniky MeSH
- Check Tag
- dítě MeSH
- lidé MeSH
- mladiství MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
- MeSH
- dítě MeSH
- kreativita MeSH
- lidé MeSH
- psychologie aplikovaná MeSH
- výchova dítěte MeSH
- vývoj dítěte MeSH
- Check Tag
- dítě MeSH
- lidé MeSH
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.
- Klíčová slova
- divergent thinking, convergent thinking,
- MeSH
- kreativita MeSH
- motorické dovednosti MeSH
- myšlení * klasifikace MeSH
- techniky cvičení a pohybu metody psychologie MeSH
- tělesná výchova * MeSH
- Publikační typ
- klinická studie MeSH
