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CIMS-14

Poster · July 2018

DOI: 10.13140/RG.2.2.18603.13608

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Željko Rački
University of Osijek
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 The kinesthetically creative behaviour: Exploring the
domain-specificity of creativity in the medium of movement
Željko Rački, Ph.D., ECHA Specialist in Gifted Education, zracki@foozos.hr
J. J. Strossmayer University of Osijek, Faculty of Education, Croatia, Europe

14th International Scientific Conference of Sport Kinetics 2018

Movement in Human Life and Health, Poreč, Croatia, Europe
June 24th – 27th, 2018

Key words: PHYSICAL EDUCATION, TEACHER‘S SELF-CONCEPT,

CREATIVE-PRODUCTIVE GIFTEDNESS, ART-BIAS.

PURPOSE of this study was to explore the psychometric properties

of a new scale measuring creativity in movement by asking two
questions: 1) how to behaviourally operationalize the construct of
general creativity in movement, and 2) what are the relationships of
such construct with the self-concept in the future physical education
teachers in the primary schools.

METHODS: The participants (N = 127) were students of university

teacher studies, women aged 22 to 33. They completed a
questionnaire in which they rated their own general, and 17 other
creativities (Table 1). The participants also rated their general
intelligence and their psychomotor, spatial, auditory, verbal, and
quantitative-numeric intelligence. The originally developed
instrument used in this study (CIMS–14) was a questionnaire
containing in the previous author's studies collected and
operationalized kinesthetically creative behaviour items focusing on
the productivity in the medium of movement. The CIMS–14 scale is
available from the author upon request.

RESULTS: The newly constructed Creativity in Movement Scale

(CIMS–14) had mean of inter-item correlations at .47, and high
internal consistency (α = .92). As a linear item combination,
displaying moderate positive skew (Figure 1), the scale measured the
overall creative productivity in the body movement, as it is evident in
the convenience sample of young women studying to become
teachers (i.e., predominantly dance). Figure 2 displays the typical
triangle shaped relationship between creativity and ability measures.
With the multiple regression analysis used in Statistica 13.1, the
highest percentage of the explained variance (25%) of the square-root
transformed, and therefore normalized CIMS–14, resulted from the
combined use of three predictors: the components II, III, and IV of the
self-concept structure, in that order (Table 2), F(4, 122) = 10.16, p <
.001, with R2 at .25 and 95% confidence limits from .11 to .37.

In CONCLUSION, the behaviourally operationalized construct of

general creativity in movement (CIMS–14) had high internal
consistency and face validity. In line with the componential models of
creativity, one-fourth of the variance of the participants' results on
this scale was predicted by the theoretically related similar domain-
specific intelligences (psychomotor, auditory, and spatial) and similar
domain-specific creativity self-assessments (creativity in dance,
PE/sports, and music), supportive of the partially differentiated self-
concept in the future primary school teachers—and physical
education (PE) teachers—openning questions for further studies.

REFERENCES
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Runco, M. A., & Jaeger, G. J. (2012). The Standard Definition of Creativity. Creativity Research Journal, 24(1), 92–96. doi:10.1080/10400419.2012.650092
Starosta, W. (2015). Kinestezja – nowa metoda doskonalenia najwyższej jakości ruchów [Kinesthesis–New method of development of highest quality of movements]. Visit the 1st Thematic ECHA Conference
Warsaw: International Association of Sport Kinetics & Institute of Sport in Warsaw.
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Dubrovnik, Croatia, 16.—18.10.2019.
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Creativity in Movement Scale (CIMS–14)

Presented at the
14th International Scientific Conference of Sport Kinetics 2018 „Movement in Human Life and
Health“, Poreč, Croatia, Europe, June 24–27th 2018.

Reference:
Rački, Ž. (2018). The kinesthetically creative behaviour: exploring the domain-specificity of
creativity in the medium of movement. In M. Baić, W. Starosta, P. Drid, J. M. Konarski, T.
Krstičević, & Maksimović, N. (Eds.), 14th International Scientific Conference of Sport
Kinetics 2018 „Movement in Human Life and Health“: proceedings (pp. 71–76). Zagreb –
Novi Sad: Faculty of Kinesiology, University of Zagreb, Croatia, & Faculty of Sport and
Physical Education, University of Novi Sad, Serbia.

This study is available in full in the e-format book of conference proceedings:

ISBN (pdf, online): 978-86-6353-026-3

1
 Creativity in Movement Scale (CIMS–14)
Cronbach alpha = .92 │ author: Željko Rački, Ph.D., ECHA Specialist in Gifted Education │ e-mail: zracki@foozos.hr
HRVATSKI (Skala kreativnosti u pokretu) ENGLISH
1. Smišljam nove tjelesne vježbe. I invent new physical exercises.
2. Izmišljam nove položaje i pokrete svoga tijela. I invent new body movements and positions.
3. Smišljam korake, pokrete i njihov redoslijed za ritmičku I invent steps, body movements, and their sequences for the
gimnastiku. rhythmic gymnastics.
4. Smišljam plesne akrobacije. I invent dance acrobatics (i.e., acro).
5. Spajam ples i vježbanje na novi način. I combine dance and physical exercises in new ways.
6. Smišljam nove plesne korake. I invent new dance moves/dance steps.
7. Smišljam plesne točke. I invent dance routines.
8. Smišljam cijele nove plesove – koreografije. I invent complete new dances – choreographies.
9. Plešem u plesnoj skupini. I dance with a dance troupe/group.
10. Izražajno i na svoj način plešem (npr. imam svoj način, stil I dance in an expressive way and in my own manner (e.g., I have
plesanja). my own way of dancing/dance style).
11. When I dance I imitate the movement of waves, wind, sound or
Kad plešem oponašam kretanje valova, vjetra, zvuka ili životinja.
animals.
12. I adjust the way I dance to given circumstances (e.g., space and
Prilagođavam način kako plešem prostoru i prigodi.
occasion).
13. Samostalno učim nove plesove (npr. putem interneta, dvd-a i
I learn new dances (e.g., via Internet, DVDs, etc.).
slično).
14. Drugima pokazujem nove plesne korake. I teach/show new dance moves/dance steps to others.

Uputa:
Ispred Vas se nalazi niz tvrdnja o aktivnostima. Molimo Vas da za svaku tvrdnju procijenite u kojoj Vas mjeri opisuje sada ili u zadnjih 6 mjeseci. Ako Vas
tvrdnja potpuno točno opisuje, zaokružite 2. Ako je tvrdnja djelomično točna za Vas, zaokružite 1. Ako tvrdnja uopće nije točna za Vas, zaokružite 0. Vaš je
zadatak procijeniti svaku tvrdnju zaokruživanjem jedne brojke u svakom retku. Brojke znače sljedeće:
0 = netočno 1 = ponekad ili djelomično točno 2 = potpuno točno ili često točno

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