The effect of design thinking on the creative thinking of physical education and sports teachers

Oct 15, 2026

Study examines how design thinking influences the creative thinking of physical education and sports teacher candidates. Using a pretest-posttest single-group experimental design, 29 teacher candidates (14 women, 15 men) participated during the 2022–2023 fall semester. Data were collected with the “How Much You Have Created Scale” and a “Demographic Information Form.” Over 9 weeks in community service practices, Stanford’s model was applied, yielding significant pre- to post-test changes and showing effectiveness for fostering creative thinking.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Abstract

Introduction

African Educational Research Journal Vol. 11(1), pp. 56-63, February 2023 DOI: 10. 30918/AERJ.111.23.009 ISSN: 2354-2160 Full Length Research Paper The effect of design thinking on the creative thinking of physical education and sports teachers Caner Cengiz1*, Damla Güler1, Yağmur Güler2 and Semiyha Tuncel1 1Sports Science Faculty, Ankara University, 06830, Ankara, Türkiye. 2Sports Science Faculty, Yalova University, 77200, Yalova, Türkiye. Accepted 17 February, 2023 | ABSTRACT
This study was conducted to examine the effect of design thinking on the creative thinking of physical education and sports teacher candidates. The research group of the study, which was created by using thepretest-posttest single-group experimental design, consisted of 14 women and 15 men, who were studying at Ankara University, Faculty of Sport Sciences, Physical Education and Sports Teaching Program and taking the Community Service Practices lesson in the fall semester of the 2022-2023 academic year and it consisted of 29 students in total. As a data collection tool, the “How Much You Have Created Scale”developed by Whetton and Cameron (2002) and adapted into Turkish by Aksoy (2004) and the"Demographic Information Form" prepared by the researchers were used. In this study, the Stanford design thinking model was applied to physical education and sports teacher candidates for 9 weeks in the community service practices lesson. According to the results of the analysis, it was observed that there was a significant change in the pre-test and post-test scores of the physical education and sports teacher candidates from the creative thinking scale after the application. The findings reveal that the design thinking approach is effective in developing the creative thinking of physical education and sports teacher candidates.
Keywords: Creative thinking, community service practices, design thinking, physical education and sport, teacher. | | --- | | *Corresponding author. E-mail: [caner.cengizz@gmail.com](caner.cengizz@gmail.com). | INTRODUCTION The word design refers to the idea and the tools used to manifest it. (Barnard, 2002) . Design thinking is not a new concept. There are various definitions, principles, tools and techniques referenced by different groups (Boyle et al. , 2022) . There is a certain flow situation in the design process. In this flow, the idea first develops. The mentioned idea can be both a solution to an existing problem and an answer to a new problem . In order to reach a solution, research is necessary, and the mapping of the idea stage, which is the part where the needs for the solution are defined, is possible with design thinking (Kadam 2018) . Although design thinking is considered a concept, it is a design-related phenomenon and an approach that many disciplines can interact with (Chasanidou et al. , 2014) . The design thinking approach is the way followed to aim to reach the design in a beneficial way, in which the person is centered. At the same time, it is seen as the path followed in the process until the best answer is given to the people. In order for the design thinking potential to be fully realized, it is necessary to go beyond seeing it as a process (Chesson, 2017) . Brown (2008) emphasizes drawing thinking in design-oriented thinking. In this process, the product development strategy is central, along with empathy, integrative thinking and cooperation. Using design thinking, the designer tries to answer questions such as matching and sensitivity methods, people's needs, what can be applied with the help of technology and how it can be applied. There are four basic categories in line with the structure of design thinking. Brown (2008) listed these Cengiz et al. 57 four basic categories as follows: 1. Design thinking is human-oriented design. 2. Design thinking offers integrative thinking. 3. Design thinking is a strategy in the teaching process. 4. Design thinking includes the proce

FAQs

How was the effect of design thinking on creative thinking evaluated?

The study used a pretest-posttest single-group experimental design and compared scores from a creative thinking scale before and after the intervention.

Who participated in the research and when was it conducted?

The study involved 29 physical education and sports teacher candidates (14 women, 15 men) at Ankara University during the 2022–2023 academic year fall semester.

What intervention and model were applied during the 9-week period?

Stanford’s design thinking model was applied for 9 weeks within the Community Service Practices lesson.

Oct 15, 2026

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