Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-848d4c4894-mwx4w Total loading time: 0 Render date: 2024-06-27T12:42:39.753Z Has data issue: false hasContentIssue false

26 - Tactical Creativity in Sport

from Part V - Newer Domains for Creativity Research

Published online by Cambridge University Press:  15 September 2017

By
Daniel Memmert
Edited by
James C. Kaufman ,
Vlad P. Glăveanu  and
John Baer
James C. Kaufman
Affiliation:
University of Connecticut
Vlad P. Glăveanu
Affiliation:
Universitetet i Bergen, Norway
John Baer
Affiliation:
Rider University, New Jersey
Get access

Summary

Abstract

The objective of this chapter is to give an overview of literature on tactical creativity in team sports. After stressing the relevance and definitions of tactical creativity in team sports, the advantages and disadvantages of different tests (video tests, game test situations, and game observation) to measure tactical creativity are compared with one another. The main focus lies on the introduction of the tactical creativity approach (TCA) for team sports, which summarizes seven methodological principles fostering tactical creativity. All these principles (1-dimension games, diversification, deliberate practice, deliberate play, deliberate coaching, deliberate memory, and deliberate motivation) are discussed following an overview of their empirical background. This chapter is enclosed by directions for potential further research with links to other research topics.

Type
Chapter
Information
The Cambridge Handbook of Creativity across Domains , pp. 479 - 491
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Kaufman, J. C., Baer, J., Cropley, D. H., Reiter-Palmon, R., & Sinnett, S. (2013). Furious activity vs. understanding: How much expertise is needed to evaluate creative work?. Psychology of Aesthetics, Creativity, and the Arts, 7, 332–340.Google Scholar
Kaufman, J. C., & Baer, J. (2012). Beyond new and appropriate: Who decides what is creative? Creativity Research Journal, 24, 83–91.Google Scholar
Abernethy, B., Baker, J., & Coté, J. (2005). Transfer of pattern recall skills may contribute to the development of sport expertise. Applied Cognitive Psychology, 19, 705–718.Google Scholar
Ashby, F. G., Valentin, V. V., & Turken, A. U. (2002). The effects of positive affect and arousal on working memory and executive attention: Neurobiology and computational models. In Moore, S. & Oaksford, M. (Eds.), Emotional cognition: From brain to behaviour (pp. 245–287). Amsterdam: John Benjamins.Google Scholar
Baddeley, A. D. (2007). Working memory, thought, and action. Oxford: Oxford University Press. DOI: 10.1093/acprof:oso/9780198528012.001.0001Google Scholar
Clemente, F., Couceiro, M., Martins, F. M. L., & Mendes, R. (2012). The usefulness of small-sided games on soccer training. Journal of Physical Education and Sport, 12, 93–102.Google Scholar
Conway, A. R. A., Jarrold, C., Kane, M. J., Miyake, A., & Towse, J. N. (2007). Variation in working memory. New York: Oxford University Press.Google Scholar
Côté, J., Baker, J., & Abernethy, B. (2007). Play and practice in the development of sport expertise. In Tenenbaum, G. & Eklund, R.C. (Eds.), Handbook of sport psychology (pp. 184–202), Hoboken, NJ: John Wiley & Sons.Google Scholar
Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences 24, 87–185. DOI:10.1017/S0140525X01003922.Google Scholar
Cowan, N. (2005). Working memory capacity. Hove, East Sussex, UK: Psychology Press.Google Scholar
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberative practice in the acquisition of expert performance. Psychological Review, 100, 363–406.Google Scholar
Franks, I. (1985). Qualitative and quantitative analysis. Coaching Review 8, 48–50.Google Scholar
Friedman, R. S., & Förster, J. (2001). The effects of promotion and prevention cues on creativity. Journal of Personality and Social Psychology, 81, 1001–1013.Google Scholar
Furley, P., & Memmert, D. (2010). The role of working memory in sports. International Review of Sport and Exercise Psychology, 3, 171–194.Google Scholar
Furley, P., & Memmert, D. (2012). Working memory capacity as controlled attention in tactical decision making. Journal of Sport and Exercise Psychology, 34, 322–344.Google Scholar
Furley, P., & Memmert, D. (2013). “Whom should I pass to?” The more options the more attentional guidance from working. PLOS ONE 8(5): e62278. DOI: 10.1371/journal.pone.0062278Google Scholar
Furley, P., & Memmert, D. (2015). Creativity and working memory capacity in sports: Working memory capacity is not a limiting factor in creative decision making amongst skilled performers. Frontiers in Psychology, 6:1361. DOI: 10.3389/fpsyg.2015.01361.Google Scholar
Furley, P., Memmert, D., & Heller, C. (2010). The dark side of visual awareness in sport – Inattentional blindness in a real-world basketball task. Attention, Perception, & Psychophysics, 72, 1327–1337.Google Scholar
Greco, P., Memmert, D., & Morales, J. C. P. (2010). The effect of deliberate play on tactical performance in basketball. Perceptual & Motor Skills, 110, 849–856.Google Scholar
Gréhaigne, J. F., & Godbout, P. (2013). Collective variables for analysing performance in team sports. In McGarry, T., O’Donoghue, P., & Sampaio, J. (Eds.), Routledge Handbook of Sports Performance Analysis (pp. 101–114), Abingdon: Routledge.Google Scholar
Griffin, L. A., Mitchell, S. A., & Oslin, J. L. (1997). Teaching sport concepts and skills: a tactical games approach. Champaign: Human Kinetics.Google Scholar
Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.Google Scholar
Higgins, E. T. (1997). Beyond pleasure and pain. American Psychologist, 52, 1280–1013.Google Scholar
Hill-Haas, S. V., Dawson, B., Impellizzeri, F. M., & Coutts, A. J. (2011). Physiology of small-sided games training in football. A systematic review. Sports Medicine, 41, 199–220.Google Scholar
Hirt, E. R., Levine, G. M., McDonald, H. E., Melton, R. J., & Martin, L. L. (1997). The role of mood in quantitative and qualitative aspects of performance: Single or multiple mechanisms? Journal of Experimental Social Psychology, 33, 602–629.Google Scholar
Huttenlocher, P. R. (1990). Morphometric study of human cerebral cortex development. Neuropsychologia, 28, 517–527.Google Scholar
Isen, A. M. (2000). Positive affect and decision making. In Lewis, M. & Haviland-Jones, J. (Eds.), Handbook of emotions (2nd edn., pp. 417–435). New York: Guilford.Google Scholar
Isen, A. M., Daubman, K. A., & Nowicki, G. P. (1987). Positive affect facilitates creative problem solving. Journal of Personality and Social Psychology, 52, 1122–1131.Google Scholar
Kempe, M., & Memmert, D. (2017). Good, better, creative! The relevance of tactical creativity in world class soccer. Manuscript submitted for publication.Google Scholar
KICKER (2013). German Soccer Magazine. Issue from 22.01.2013.Google Scholar
Macnamara, B. N., Hambrick, D. Z., & Oswald, F. L. (2014). Deliberate practice and performance in music, games, sports, education, and professions: A meta-analysis. Psychological Science, 25, 1608–1618.Google Scholar
Maxwell, J. P., Masters, R. S., & Eves, F. F. (2003). The role of working memory in motor learning and performance. Consciousness and Cognition, 12, 376–402.Google Scholar
Memmert, D. (2007). Can creativity be improved by an attention-broadening training program? – An exploratory study focusing on team sports. Creativity Research Journal, 19, 281–292.Google Scholar
Memmert, D. (2010a). Creativity, expertise, and attention: Exploring their development and their relationships. Journal of Sport Science, 29, 93–104.Google Scholar
Memmert, D. (2010b). Testing of tactical performance in youth elite soccer. Journal of Sports Science and Medicine, 9, 199–205.Google Scholar
Memmert, D. (2011). Sports and creativity. Runco, M. A. & Pritzker, S. R. (Eds.), Encyclopedia of creativity (pp. 373–378). San Diego: Academic Press.Google Scholar
Memmert, D. (2013). Tactical creativity. In McGarry, T., O’Donoghue, P., & Sampaio, J. (Eds.), Routledge handbook of sports performance analysis (pp. 297–308). Abingdon: Routledge.Google Scholar
Memmert, D. (2015a). Teaching tactical creativity in team and racket sports: Research and practice. Abingdon: Routledge.Google Scholar
Memmert, D. (2015b). Attention in sports. Fawcett, J., Risko, E. F., & Kingstone, A. (Eds.), The handbook of attention. Cambridge: MIT Press.Google Scholar
Memmert, D. (2015c). Development of tactical creativity in sports. Baker, J., & Farrow, D. (Eds.), The handbook of sport expertise (pp. 363–372). Abingdon: Routledge.Google Scholar
Memmert, D., & Furley, P. (2007). “I spy with my little eye!” – Breadth of attention, inattentional blindness, and tactical decision making in team sports. Journal of Sport & Exercise Psychology, 29, 365–347.Google Scholar
Memmert, D., & Harvey, S. (2010). Identification of non-specific tactical problems in invasion games. Physical Education and Sport Pedagogy, 15, 287–305.Google Scholar
Memmert, D., & Roth, K. (2007). The effects of non-specific and specific concepts on tactical creativity in team ball sports. Journal of Sport Science, 25, 1423–1432.Google Scholar
Memmert, D., Baker, J., & Bertsch, C. (2010). Play and practice in the development of sport-specific creativity in team ball sports. High Ability Studies, 21, 3–18.Google Scholar
Memmert, D., Hüttermann, S., & Orliczek, J. (2013). Decide like Lionel Messi! The impact of regulatory focus on divergent thinking in sports. Journal of Applied Social Psychology, 43, 2163–2167.Google Scholar
Milgram, R. M. (1990). Creativity: An idea whose time has come and gone. In Runco, M. A. & Albert, R. S. (Eds.), Theory of creativity (pp. 215–233). Newbury Park: Sage.Google Scholar
Moraru, A., Memmert, D., & van der Kamp, J. (2016). Motor creativity: The roles of attention breadth and working memory in a divergent doing task. Journal of Cognitive Psychology, 28. DOI: 10.1080/20445911.2016.1201084Google Scholar
O’Donoghue, P. (2013). Sports performance profiling. In McGarry, T., O’Donoghue, P., & Sampaio, J. (Eds.), Routledge handbook of sports performance analysis (pp. 127–139). Abingdon: Routledge.Google Scholar
Palao, J. M., & Morante, J. C. (2013). Technical effectiveness. In McGarry, T., O’Donoghue, P., & Sampaio, J. (Eds.), Routledge handbook of sports performance analysis (pp. 213–225). Abingdon: Routledge.Google Scholar
Pinder, R. A., Davids, K. W., Renshaw, I., & Araújo, D. (2011). Representative learning design and functionality of research and practice in sport. Journal of Sport and Exercise Psychology, 33, 146–155.Google Scholar
Reilly, T. (1996). Science and soccer. London: E & FN Spon.Google Scholar
Runco, M. A. (2007). Creativity – theories and themes: Research, development, and practice. Burlington: Elsevier Academic Press.Google Scholar
Sampaio, J., & Leite, N. (2013). Performance indicators in game sports. In McGarry, T., O’Donoghue, P., & Sampaio, J. (Eds.), Routledge handbook of sports performance analysis (pp. 115–126). Abingdon: Routledge.Google Scholar
Schmidt, R. A., & Wrisberg, C. A. (2004). Motor learning and performance. A problem-based learning approach (3rd edn.). Champaign: Human Kinetics.Google Scholar
Smith, M., & Cushion, C. J. (2006). An investigation of the in-game of professional, top level youth soccer coaches. Journal of Sport Sciences 24(4), 355–366.Google Scholar
Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd. New York: Free Press.Google Scholar
Williams, A. M., & Ericsson, K. A. (2005). Some considerations when applying the expert performance approach in sport. Human Movement Science, 24, 283–307.Google Scholar
Williams, A.M., Hodges, N.J., North, J.S., & Barton, G. (2006). Perceiving patterns of play in dynamic sport tasks: identifying the essential information underlying skilled performance. Perception, 35, 317–332.Google Scholar
Williams, M. (Ed.). (2013). Science and soccer: Developing elite performance. Abingdon: Routledge.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×