In team sports, creativity can be defined as any movement or action developed by the players as a result of a single action of a collective movement that intends to solve specific game problems from a feasible, novel, unexpected and original way (Santos et al., 2016). It is widely accepted that creativity can be developed in the sporting context (Santos, Sampaio, & Memmert, 2020b). The Differential Learning (DL) theory emphasizes individual and collective variability for player and team development (Coutinho, Gonçalves, et al., 2022; Schöllhorn & Horst, 2019; Schöllhorn et al., 2009, 2022), and consequently, has been widely used by coaches to enhance players’ development. DL, emphasizes self-organizing processes (Schöllhorn et al., 2022), involves stochastic perturbations tailored to individual and situational characteristics (Schöllhorn, 2005; Schöllhorn & Horst, 2019), in its most extreme version even without repetition and without augmented feedback (Schöllhorn, 2000; Schöllhorn et al., 2009). This approach challenges players to continuously adapt their movement solutions, proving successful in enhancing youth players' creative behavior during small-sided games (SSG). Consequently, DL may be used in team sports to emphasize technical and creative behavior. Moreover, by exposing players to various team situations, DL may also amplify their tactical creativity.