ABSTRACT How constraints affect individuals' creative potential interests many scientific fields. Education, especially after 2000, actively supports creativity promotion, with creativity occupying a prominent place in Physical Education (PE) curricula of many countries. However, the relationship between research and practice on creativity remains challenging to bridge. While teachers appear willing to promote creativity, they lack knowledge or training on effective implementation. This paper develops a scientifically based approach to promoting creativity in PE, particularly in fundamental movement skills, by transferring the Integrated Constraints in Creativity (IConIC) model to motor contexts and incorporating empirical data from motor creativity and divergent thinking research. The Motor Creativity Instructional Constraints (MOCIN) Framework provides a visual representation of instructional constraints conditions, serving as a reference tool for structuring, applying, or testing constraint‐based instructional conditions for creativity promotion through fundamental movement skills. By incorporating empirical evidence from motor and cognitive creativity research, which share common pathways and mechanisms, a comprehensive Principles' Index for creativity promotion through movement exploration is synthesized. The Index provides instructional guidance for PE and movement professionals in motor creativity promotion. This work also highlights new research directions in motor creativity assessment and intervention development, introducing the concept of instructional constraints neutrality for unbiased assessment.
Elisavet Konstantinidou (2026) studied this question.