Document Type : Original Article
Authors
1
Master's student , Department of motor Behavior,, Faculty of Sport Sciences, Alzahra University , Tehran, Iran
2
Assistant Professor, Department, of Motor behavior, Faculty of Sport Sciences, , Alzahra University , Tehran, Iran
3
Associate Professor, Department of Motor Behavior, Faculty of Sport Sciences, Alzahra University, Tehran, Iran
Abstract
Purpos e: The purpose of the present study was to investigate the effects of traditional, creative, and exergaming methods on children's creative thinking and motor competency.
Methods: The research method utilized a semi-experimental design with pre-test and post-test measurements in three experimental groups. The statistical population consisted of boys aged 6 to 8 years old in Kashan city. Forty-five boys within this age range were randomly selected and divided into three groups (creative games, traditional games, and exergaming) using a purposeful sampling method and based on study entry criteria. The participants engaged in 18 training sessions. The Test of Motor Competency (Sigmanson et al., 2016) and the Creative Thinking in Action and Movement test (Torrance, 1981) were administered during the pre- and post-test stages to collect data.
Results: The results of the multivariate variance analysis indicated significant differences in mean scores for creative thinking (p= 0.001), fluidity components (p = 0.001), initiative (p = 0.001), flexibility (p=0.001), and motor competency (p=0.001) and its components among the creative game, traditional game, and exergaming groups. A comparison of averages revealed that creative games, traditional games, and exergaming all contributed to improvements in creative thinking and movement competency, with creative games showing the most significant effect.
Conclusion: Trainers and lesson planners can enhance movement creativity and competency in educational curricula by incorporating games, particularly creative games, to provide more opportunities for development
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