TGfU 篮球教学中积极错误处理对战术决策的影响：课堂心理安全感的作用

ORIGINAL RESEARCH article

Front. Psychol.

Sec. Sport Psychology

• Anyang Vocational and Technical College, Anyang, China

Abstract

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. 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. 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]. 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.

Keywords

Basketball, Error climate, physical education pedagogy, psychological safety, Tactical decision-making, teaching games for understanding

Received

31 August 2026

Accepted

27 September 2026

Copyright

© 2026 Fan. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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