Creativity in Co-design for Physical Education: Comparing Contributions of Children and Professionals Danića Mast 1,2(&) , Sylvia Schipper 1,3 , Fenne van Doorn 2,4 , Alice Schut 5 , Mathieu Gielen 4 , and Sanne de Vries 1 1 Research Group Healthy Lifestyle in a Supporting Environment, Faculty for Health, Nutrition and Sports, The Hague University of Applied Sciences, Johanna Westerdijkplein 75, 2521 EN The Hague, The Netherlands {d.mast,s.j.schipper,s.i.devries}@hhs.nl 2 Faculty for IT and Design, Communication and Multimedia Design, User Experience Design, The Hague University of Applied Sciences, Johanna Westerdijkplein 75, 2521 EN The Hague, The Netherlands f.a.p.vandoorn@hhs.nl 3 Faculty Technology, Innovation and Society, Industrial Design Engineering, The Hague University of Applied Sciences, Johanna Westerdijkplein 75, 2521 EN The Hague, The Netherlands 4 Faculty of Industrial Design Engineering, Delft University of Technology, Landbergstraat 15, 2628 CE Delft, The Netherlands m.a.gielen@tudelft.nl 5 Department of Science Education and Communication, Faculty of Applied Sciences, Delft University of Technology, Lorentzweg 1, 2628 CJ Delft, The Netherlands a.schut@tudelft.nl Abstract. This study is carried out within the context of a research and inno- vation project Co-design with Kids that aims to support teaching of broad so-called ‘21 st century’ skills. In this project, design toolboxes for use within primary education are developed and studied, with real life clients and assign- ments. In the case described in this paper, the assignment was to create new concepts for physical education (PE). To be able to assess the value of design outcomes created in a co-design trajectory by children, we compared their design outcomes to those created in a similar design process by professionals. Six teams of children (n = 21, 11–12 years old) and three teams of professionals (n = 10, with a background in design, sports or physical education) developed concepts in separate co-creation sessions. We present a first assessment of the differences and similarities in creativity of the design outcomes of the two groups. This assessment of textual summaries shows no remarkable differences between design outcomes of children and those of professionals in terms of elaboration, originality and relevance. This indicates that children could be involved as design partners. Further research is needed to gain insight into the specific value of involving children as design partners. © ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2018 A. L. Brooks et al. (Eds.): ArtsIT 2017/DLI 2017, LNICST 229, pp. 469–478, 2018. https://doi.org/10.1007/978-3-319-76908-0_45