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The Spawns of Creative Behavior in Team Sports: A Creativity Developmental Framework

机译：团队运动中创新行为的产生：创新发展框架

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Developing creativity in team sports players is becoming an increasing focus in sports sciences. The Creativity Developmental Framework is presented to provide an updated science based background. This Framework describes five incremental creative stages (beginner, explorer, illuminati, creator, and rise) and combines them into multidisciplinary approaches embodied in creative assumptions. In the first training stages, the emphasis is placed on the enrollment in diversification, deliberate play and physical literacy approaches grounded in nonlinear pedagogies. These approaches allow more freedom to discover different movement patterns increasing the likelihood of emerging novel, adaptive and functional solutions. In the later stages, the progressive specialization in sports and the differential learning commitment are extremely important to push the limits of the creative progress at higher levels of performance by increasing the range of skills configurations. Notwithstanding, during all developmental stages the teaching games for understanding, a game-centered approach, linked with the constraints-led approach play an important role to boost the tactical creative behavior. Both perspectives might encourage players to explore all actions possibilities (improving divergent thinking) and prevents the standardization in their actions. Overall, considering the aforementioned practice conditions the Creativity Developmental Framework scrutinizes the main directions that lead to a long-term improvement of the creative behavior in team sports. Nevertheless, this framework should be seen as a work in progress to be later used as the paramount reference in creativity training.
机译：在团队运动运动员中发展创造力正成为体育科学领域日益关注的焦点。提出了创造力发展框架以提供更新的基于科学的背景。该框架描述了五个渐进的创造阶段（初学者，探索者，有启发性，创造者和崛起），并将它们组合成体现在创造性假设中的多学科方法。在第一个培训阶段，重点放在以非线性教学法为基础的多样化，故意游戏和体育素养方法的招生。这些方法允许更多的自由来发现不同的运动模式，从而增加了出现新颖的，自适应的和功能性解决方案的可能性。在后期阶段，体育的渐进专业化和差异化学习承诺对于通过增加技能配置的范围来将创意进步的极限推向更高的绩效水平极为重要。尽管如此，在所有发展阶段的教学游戏中，一种以游戏为中心的方法与以约束为主导的方法相结合，对于促进战术创新行为起着重要作用。两种观点都可能鼓励玩家探索所有动作的可能性（改善分歧的思维），并阻止其动作的标准化。总体而言，考虑到上述实践条件，“创造力发展框架”仔细研究了导致团队运动中创造力行为得到长期改善的主要方向。然而，该框架应被视为一项正在进行中的工作，以后将在创造力培训中用作最重要的参考。

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