In the first part, I suggested that in the context of motor learning, it would be profitable to move aways from thinking of creativity as ideation, i.e. thinking new ideas that can then be put into actions.
Rather, these are fruitful ways of thinking about creativity:
- It can be defined as developing new functional behaviours, and/or acting in functional ways in novel situations.
- Constraints and randomness can be useful tools for creativity.
- We need to keep in focus the interactions between the body and its environment.
Maybe this is not the full picture, but I think it gets us a long way, so here are a few ideas to teach creativity, or at least structure classes in order to see the emergence of creative motor solutions.