ReviewFrontiers in psychology2026
From single errors to negative psychological momentum in youth basketball: post-error mechanisms and coach-mediated resetting.
Review in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Errors in youth basketball are often treated as isolated technical events; however, their psychological effects may persist across subsequent possessions. This Mini Review integrates evidence on psychological momentum, post-error affect, attentional control, efficacy-related beliefs, social evaluation, and coach feedback to explain how a single error may develop into repeated performance failure. A focused narrative search prioritized evidence from youth basketball, followed by basketball in general, youth team sports, and broader sport psychology when direct evidence was limited. The review proposes a self-reinforcing error-emotion-attention-efficacy-error cycle, in which an initial error may leave residual negative affect, shift attention toward self-focused or evaluative information, reduce perceived efficacy and control, and impair subsequent decision-making or execution. In youth athletes, coach and peer evaluation and fear of failure may amplify this process by increasing the social evaluative meaning of errors. Conversely, supportive and task-focused coach feedback may facilitate emotional resetting, attentional refocusing, and efficacy restoration, whereas controlling feedback may prolong negative momentum. The complete pathway remains an integrative hypothesis rather than an established causal model. Future possession-level research is needed to test these mechanisms directly in youth basketball.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.