Enhancing creative thinking: A study of children making decisions in human movement programs

Abstract

This study assessed the consequences of allowing students to make decisions relevant to their learning. Specific focus was placed on the effects such decision-making had on elementary children's creative thinking in a human movement program. The subjects ( N = 201) were grouped into two experimental groups and one control. The students in the shared decision-making approach (SDMA) group were allowed to share in decisions relevant to their learning. Students in the teacher decision-making approach (TDMA) group had all decisions dominated by the teacher. The control group received no formal program. The SDMA and TDMA groups received respective treatments once per week, in 45 minute classes, for eight weeks. The units of treatment instruction included four weeks of fundamental motor skills and four weeks of gymnastics. Data were collected on all subjects pre- and posttest using the Minnesota Tests of Creative Thinking — Form NVA. These tests offered five non-verbal measures of a child's creative thinking: fluency, flexibility, originality, elaboration and activity. A 3(treatment)x2(sex)x5(grade) multivariate analysis of covariance, with the pretest serving as the covariate, described between groups differences on the identified measures. Results indicated children allowed to make decisions regarding their learning had significantly higher scores than children who made no such decisions. It was therefore concluded that if a teacher desires to enhance creative thinking it appears encouraging children to make meaningful decisions is a viable approach to meeting this goal.