Play and practice in the development of sport‐specific creativity in team ball sports

Current theoretical approaches regarding the development of creativity support the view that gathering diversified experience over years is an ideal medium for creative thinking. This study examined the role of practice conditions in the development of creative behavior in team ball sports. Twelve trainers selected the most creative and the least creative players from their teams. These athletes (n=72) provided information about the quantity and type of sport‐specific and other related practice activities undertaken throughout their careers. Results indicated significant differences between the groups for time spent in unstructured play activities and a marginally significant difference for total time spent in training for their main sport. In both cases, more creative players accumulated more time than their less creative counterparts.     

A factor analytic and reliability study of the devereux elementary school behavior rating scale

The inter-rater and test-retest reliabilities of the Devereux Elementary School Behavior (DESB) Rating Scale were found to be satisfactory when averaged over two raters. Two separate factor analyses of the eleven subscales revealed three broadband factors: Classroom Management Problem, Self-Reliant Learner, and Seeks Teacher Approval. Each broad-band or major factor is composed of a cluster of subscales that describe the different facets of the three main factors.     

How are feelings of difficulty and familiarity linked to learning behaviors and gains in a complex science learning task?

European Journal of Psychology of Education - The feelings of difficulty and familiarity (FOD and FOF) are two types of metacognitive experiences. Both may influence student engagement and the...