Table 2.
Creativity stages of the Creativity Developmental Framework in team sports.
| Creative Stages of the Creativity Developmental Framework in Team Sports | ||||
|---|---|---|---|---|
| Beginner (2–6 yrs) | Exploratory (7–9 yrs) | Illuminati (10–12 yrs) | Creator (13–15 yrs) | Rise (+16 yrs) |
| The sparks of confidence and competence to move… | Time to explore and pursue new solutions! | Moving and attuning outside the box… | The sports environment guides the problem solver actions… | All prepared, to the collective behavior spawns! |
| PRACTICE PATHWAY | ||||
| - Naïve-Free play in a wide range of diversified contexts. | - Practice several sports embodied in deliberate play activities. | - Keep practice and explore several sports skills. | - Narrow gradually the diversified structured practice exposure. | - Specialization in one or two sports with a nonlinear commitment. |
| PHYSICAL LITERACY | ||||
| - Acquiring confidence and competence to move through learning fundamental movements and game skills. | - Continuous improvement of fundamental movements and game skills. | - Mastery of the fundamental movements and game skills. | - Performing complex movement skills and perceived the game affordances. | - Development of the creative tactical behavior. |
| NONLINEAR PEDAGOGY | ||||
| - The first experiences in invasion play-type activities. This stage is characterized by the restricted degrees of freedom (novice stage of learning). | - Embodied in representative learning contexts and in simpler modified-games forms which increase the technical background. Player moves from a novice to advanced stage of learning with a progressive releasing of the degrees of freedom. | - Embodied in representative learning contexts with moderate modified-games forms, that increase the technical and tactical repertoire. More functional, fluid and smoothly coordinated movements. | - Embodied in representative and differential learning contexts with complex modified-game forms, toward the increase of technical and tactical performance. Player learn how to control and coordinate complex movements. | - Embodied in representative learning with a special focus on differential contexts and highly complex modified-game forms that mostly increase the tactical awareness and technical configurations. Nurturing the environment interactions (expert stage of learning). |
| -TACTICAL BEHAVIOR PRINCIPLES | ||||
| - Fundamental game principles learning. | - Improvement of the fundamental game principles. | - Introduce situational game principles training. | - Situational game principles mastery. | - Moving to the specific collective game principles knowledge. |
| CREATIVE THINKING | ||||
| - Divergent thinking development through enhancing the player's curiosity traits. | - Divergent thinking development through fostering the player's exploratory technical-tactical behaviors. The P-creativity prevails. | - Divergent thinking improvement through stretching the player's exploratory technical-tactical behaviors. The P-creativity prevails however, it is possible to occur the H-creativity type. | - Divergent thinking mastery through high player's improvisation behavior. The possibility of occurring H-creativity behaviors gradually increases. | |
| - CREATIVITY COMPONENTS | ||||
| - Encourages the player's attempts. | - Focus on the player's actions efficacy, without discouraging their different attempts in all stages. | - Focus mainly on the efficacy and versatility of players actions without discouraging their different attempts. | - Focus on efficacy, versatility and originality of player's actions. | - Focus mainly in efficacy, versatility and originality of players' performance. |