ArticleFrontiers in psychology2026
Relationships among deliberate practice, task persistence, perceived challenge, and creative performance in physical education classes of Chinese secondary school students: a cross-sectional study.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: Creativity in physical education (PE) has become increasingly important in educational psychology, particularly in China, where traditional teaching methods are being combined with more student-centered and cognitively engaging practices. However, research on the influence of motivational and cognitive factors, such as deliberate practice, task persistence, and perceived challenge, on creative performance among secondary school students in PE settings. Objective: This study aimed to explore the interrelationships among deliberate practice, task persistence, perceived challenge, and creative performance in physical education classes of Chinese secondary school students. Methods: A cross-sectional survey was conducted with 823 students aged 13 to 17 from six secondary schools in Anhui Province, China. Validated standardized instruments were used to measure deliberate practice, task persistence, perceived challenge, and creative performance. Structural equation modeling (SEM) was employed to test the hypothesized relationships among these variables and assess any mediating effects. Results: The analysis revealed that deliberate practice had a significant positive effect on creative performance ( Conclusion: The findings highlight the significance of structured effort, persistence, and optimal cognitive challenge in promoting creative performance in PE. By incorporating strategies for deliberate practice and encouraging sustained engagement with challenging tasks, it is possible to enhance creativity among Chinese adolescents in physical education settings.
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