Vaughan James, Mallett Clifford J, Davids Keith, Potrac Paul, López-Felip Maurici A
School of Human Movement and Nutritional Sciences, The University of Queensland, Brisbane, QLD, Australia.
Research and Development Department, AIK Fotboll, Stockholm, Sweden.
Front Psychol. 2019 Sep 13;10:2090. doi: 10.3389/fpsyg.2019.02090. eCollection 2019.
The challenge of developing creativity to enhance human potential is conceptualized as a multifaceted due to the countless interactions between people and environments that constitute human development, athletic skill, and creative moments. To better comprehend the of ecologies and human behaviors, there have been increasing calls for transdisciplinary approaches and holistic ecological models. In this paper we explore an ecological dynamics rationale for creativity, highlighting the conceptual adjacency of key concepts from transdisciplinarity, dynamic systems theory, ecological psychology and social-cognitive psychology. Our aim is to extend the scope of ecological dynamics and contextualize the application of non-linear pedagogy in sport. Foregrounding the role of sociocultural constraints on creative behaviors, we characterize the athlete-environment system as an ecological niche that arises from, and simultaneously co-creates, a . We elaborate the notion that creative moments, skill and more generally talent in sport, are not traits possessed by individuals alone, but rather can be conceived as properties of the athlete-environment system shaped by changing constraints. This re-conceptualization supports a pedagogical approach predicated on notions of athletes and sports teams as complex adaptive systems. In such systems, continuous non-linear interactions between system components support the exploration of fluent and flexibly creative performance solutions by athletes and sports teams. The implications for practice suggest that cultivating a constellation of constraints can facilitate adaptive exploration of novel affordances (opportunities/invitation for action), fostering creative moments and supporting creative development in athletes. Future models or frameworks for practice contend that pedagogies should emerge from, and evolve in, interaction with the sociocultural context in which practitioners and athletes are embedded.
由于构成人类发展、运动技能和创造性时刻的人与环境之间存在无数相互作用，发展创造力以提升人类潜能这一挑战被概念化为一个多方面的问题。为了更好地理解生态与人类行为之间的关系，人们越来越呼吁采用跨学科方法和整体生态模型。在本文中，我们探讨了创造力的生态动力学原理，强调了跨学科、动态系统理论、生态心理学和社会认知心理学等关键概念在概念上的邻接性。我们的目的是扩展生态动力学的范围，并将非线性教学法在体育中的应用置于具体情境中。我们突出社会文化限制对创造性行为的作用，将运动员 - 环境系统描述为一种生态位，它源自并同时共同创造了一种……我们详细阐述了这样一种观点，即体育中的创造性时刻、技能以及更广泛意义上的天赋，并非仅仅是个体所拥有的特质，而是可以被视为由不断变化的限制所塑造的运动员 - 环境系统的属性。这种重新概念化支持了一种基于将运动员和运动队视为复杂适应系统这一观念的教学方法。在这样的系统中，系统组件之间持续的非线性相互作用支持运动员和运动队对流畅且灵活的创造性表现解决方案进行探索。对实践的启示表明，培养一系列限制条件可以促进对新的可供性（行动的机会/诱因）进行适应性探索，培养创造性时刻并支持运动员的创造性发展。未来的实践模型或框架认为，教学法应该源自并在与从业者和运动员所处的社会文化背景的互动中不断演变。
