Examining the effect of team strategy games and individual strategy games on creativity and problem-solving skills in physical education classes

This study aims to determine the contributions of both game types to students' cognitive development and life skills and to offer suggestions on how these games can be used more effectively in education. As a research model, the 'pre-test and post-test without a control group' design, one of the quasi-experimental research methods, was used. The 'Creativity Scale' and the 'Problem Solving Inventory for Primary School Children' were used as data collection tools in the study. The scales were collected as pre-test and post-test applications at 8-week intervals. The sample group in the study consisted of 140 individuals, including Group 1: 70 individuals and Group 2: 70 individuals, aged between 10.05 ± 0.063, who voluntarily participated in the study from the central primary school in Gölhisar district, Burdur. SPSS 26.0 software was used for the statistical analysis of the data collected in the study. Skewness and kurtosis values, histogram graphs, and Q and Q scatter plots were examined to assess the normal distribution assumptions of the data. Descriptive statistical methods were used to determine some selected demographic information about the participants. For comparisons of pre-test and post-test data, the Paired Samples T-test was used for 'within-group pre-post test comparisons,' and the Independent Samples T-test was used for 'between-group pre-post test comparisons.' The significance level was set at p<0.05. When looking at the evaluated data, it can be seen that the skewness and kurtosis values are between 0.21 and 1.702. The relevant literature indicates that when these values are between ±2, the data does not show a significant deviation from the normality measures. Based on the initial and final test measurement values of the individual strategy game group and the team strategy game group, no significant difference was found between the sub-dimensions of the problem-solving scale (Confidence, Self-Control, Avoidance) and the total scores of the creativity scale (p>0.05). When looking at the pre-test and post-test scores of individuals participating in individual strategy games, no significant difference was found in the sub-dimensions of the problem-solving scale, 'Self-Control' and 'Avoidance,' while a significant difference was found in the Trust dimension (t: 22.07; p < 0.05). A significant difference was also found between the pre-test and post-test scores on the creativity scale (t: -12.16; p < 0.05).