{
  "abstract": "Background: Basketball learning involves rapid decisions and visible mistakes that may carry interpersonal risk. This study examined whether positive error-handling within Teaching Games for Understanding (TGfU) improved tactical decision-making and whether improvements were associated with changes in perceived classroom psychological safety.\n\nMethods: Sixty students (30 male and 30 female) were individually randomized within gender strata before formation of two instructional classes, with one class per condition (n = 30 each). The same teacher delivered TGfU with positive error-handling (PEH) or neutral error-handling (NEH) over eight weeks. Tactical decision-making was assessed through standardized 3-on-3 games at pretest (T0), posttest (T1), and three-week retention (T2); psychological safety was assessed at T0 and T1. Passing, dribbling/driving, and shooting decisions were coded using the focused BALPAI rubric.\n\nResults: Exploratory student-level analyses showed a condition × time interaction for decision-making, F(1.583, 91.821) = 9.89, p < 0.001, ηp2 = 0.146. PEH increased from M = 1.951 (SD = 0.202) at T0 to 2.304 (0.258) at T1 and 2.295 (0.279) at T2; NEH increased from 1.902 (0.179) to 2.114 (0.251) and 2.087 (0.291). Psychological safety also showed a condition × time interaction, F(1, 58) = 11.07, p = 0.002, ηp2 = 0.160. PEH increased by 0.462 points, whereas the NEH increase of 0.129 points was not statistically significant. An exploratory within-subject mediation analysis in PEH yielded a model-implied indirect effect of ab = 0.160, 95% bootstrap CI [0.100, 0.221].\n\nConclusion: The PEH class showed larger observed gains within the common TGfU curriculum, and increases in psychological safety covaried with decision-making improvements. These concurrent changes suggest a possible explanatory role for psychological safety but do not establish temporal or causal mediation. With one instructional class per condition, classroom-specific influences could not be separated from the condition effect, and inferential statistics were not adjusted for within-class dependence. Future studies should include multiple classes per condition, account for within-class dependence, and assess psychological safety before subsequent decision-making outcomes to examine the proposed explanatory process.",
  "abstract_shown": true,
  "affiliations": [
    "Physical Education Teaching and Research Office, Department of Public Education, Anyang Vocational and Technical College , ,"
  ],
  "article_type": "research article",
  "arxiv": null,
  "author_total": 1,
  "authors": [
    {
      "affs": [
        0
      ],
      "name": "Shen Fan"
    }
  ],
  "bibtex": "https://research.draconitic.com/paper/45gsm7pm51qxq.bib",
  "cited_by": 0,
  "doi": "10.3389/fpsyg.2026.1984425",
  "fulltext_url": "https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13719377/?tool=EBI",
  "id": "45gsm7pm51qxq",
  "issns": [
    "1664-1078"
  ],
  "landing_url": "https://europepmc.org/article/PMC/PMC13719377",
  "language": "eng",
  "licence": "CC-BY",
  "licence_label": "CC BY",
  "licence_source": "article",
  "licence_url": "https://creativecommons.org/licenses/by/4.0/",
  "metadata_licence": null,
  "native_subjects": [
    [
      "heading",
      "Original Research"
    ],
    [
      "openalex",
      "3612|Physical Education and Pedagogy"
    ]
  ],
  "openalex": "W7222706193",
  "pdf_url": "https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13719377/pdf/?tool=EBI",
  "pmcid": "PMC13719377",
  "pmid": "42964041",
  "published": "2026-10-16",
  "publisher": "Frontiers Media SA",
  "ris": "https://research.draconitic.com/paper/45gsm7pm51qxq.ris",
  "sources": [
    {
      "first_seen": "2026-10-31T12:21:36Z",
      "native_id": "PMC:PMC13719377",
      "source": "europepmc",
      "url": "https://europepmc.org/article/PMC/PMC13719377"
    },
    {
      "first_seen": "2026-11-02T12:23:21Z",
      "native_id": "PMC13719377",
      "source": "pmc",
      "url": "https://doi.org/10.3389/fpsyg.2026.1984425"
    }
  ],
  "subjects": [],
  "title": "Positive error-handling in TGfU-based basketball instruction: effects on tactical decision-making and the role of perceived classroom psychological safety",
  "title_text": "Positive error-handling in TGfU-based basketball instruction: effects on tactical decision-making and the role of perceived classroom psychological safety",
  "type": "peer-reviewed",
  "updated_at": "2026-11-03T12:20:27Z",
  "url": "https://research.draconitic.com/paper/45gsm7pm51qxq",
  "venue": "Frontiers in psychology",
  "versions": []
}