Optimizing Youth Basketball Training Through the Novel and

Entertaining Approach of Self-Perception Evaluation Channel

Mengru Liu

, Anthony Kong

1,2 b

, Newman Lau

1,2 c

Refati Rehe

, Zeping Feng

Xi Liu

and Kun-Pyo Lee

1,2 f

School of Design, The Hong Kong Polytechnic University, Hong Kong SAR

Laboratory for Artificial Intelligence in Design, Hong Kong SAR

Keywords: Basketball Training, Youth Players, Self-Perception of Competence, Self-Confidence, Decision-Making

Awareness.

Abstract: In basketball training, players are required to make quick and accurate decisions while maintaining clear self-

perception of competence in the game. This study proposed the basketball perception evaluation channel as

an innovative approach to adjust players’ perceptions of competence. Twelve youth male players participated

in the study, which involved video feedback and questioning tests, to assess their decision-making awareness

and self-confidence level in offensive, defensive and overall performance. The results indicated that there

were differences between the self-confidence levels and decision-making awareness of players, revealing

instances of overconfidence or underconfidence in their basketball abilities and highlighting inaccuracies in

the players' perceptions of competence. The basketball self-perception evaluation channel demonstrated a fun

and creative approach for evaluating and observing the abilities and psychological states of players, aiding

them in becoming aware of their actual basketball abilities and confidence states, and assisting coaches in

providing targeted training and team management.

1 INTRODUCTION

The abilities to efficiently make decisions based on

accurate self-perception and precise tactical

execution are essential elements for players in

achieving success on the court (Causer & Williams,

2013). Sports psychology research has shown that

decision-making awareness of players contains self-

perception components that represents their beliefs

about what they can achieve (Ruiz Perez et al., 2014;

Tenenbaum et al., 2002). In the context of sports, self-

perception refers to ability, learning, and confidence

regarding sports skills (Fox & Corbin, 1989). Players

may rely on these perceptions to make decisions

about their performance (Ruiz Perez et al., 2014). As

a result, the self-perception that occurs when players

https://orcid.org/0000-0003-0851-5722

https://orcid.org/0000-0002-8918-5616

https://orcid.org/0000-0001-8668-9467

https://orcid.org/0000-0002-8859-192X

https://orcid.org/0000-0001-9086-8126

https://orcid.org/0000-0001-8873-2983

are exposed to stimuli requiring them to make

decisions, which is crucial to their ability to perform

at a high level in basketball (Hodges et al., 2006).

Within this context, one of the most relevant aspects

of self-perception is confidence of players in their

decision-making awareness (Coll, 2009; Feltz, 2007).

This volitional component is essential, as decision-

making requires favourable psychological

availability (Ruiz Perez et al., 2014).

In basketball, self-confidence affects players'

movement speed and decision-making on the court

(Hepler, 2016). In a fast-paced basketball game, even

a second of hesitation can result in a loss. Therefore,

confidence is a necessary cognitive factor for peak

performance in adolescent players, and it is crucial for

players to be confident in their decisions and act

Liu, M., Kong, A., Lau, N., Rehe, R., Feng, Z., Liu, X. and Lee, K.

Optimizing Youth Basketball Training Through the Novel and Entertaining Approach of Self-Perception Evaluation Channel.

DOI: 10.5220/0012872100003828

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 12th International Conference on Sport Sciences Research and Technology Support (icSPORTS 2024), pages 105-112

ISBN: 978-989-758-719-1; ISSN: 2184-3201

105

without hesitation (Hepler & Feltz, 2012; Lee et al.,

2021). However, players with high levels of

confidence make decisions quickly and confidently,

but this does not guarantee that their decisions are

correct (Hepler & Feltz, 2012). Due to the fact that

some players with high levels of confidence and an

inaccurate evaluation of their actual basketball ability

may be overconfident on the court (Ortega et al.,

2013). Overconfidence in players reflects a difference

between their perception of competence and reality.

McGraw et al. (2004) discovered that majority of

players were overconfident by analysing the

correlation between their level of confidence and their

satisfaction with the results of shooting tests. Sports

psychological studies have revealed that most players

are not aware of this psychological condition (Ruiz

Perez et al., 2014). Additionally, players especially

value feedback from their coaches (Amorose &

Nolan-Sellers, 2016). However, it poses a challenge

for coaches to timely observe changes in players'

confidence states in each tactical scenario. This is

likely attributed to the fact that coaches primarily

assess the performance of their players through

technical skills, such as shooting accuracy, dribbling

speed, and ball handling, and physical characteristics

like strength, speed and agility (Fiander et al., 2023;

Guimarães et al., 2021). As a result, they may not be

adept at identifying changes in psychological states of

players with accuracy and consistency (Baghurst et

al., 2021).

Reviewing previous studies, some researchers

have concentrated on sports confidence. Lee et al.

(2021) explored the impact of achievement goal

orientation and error perception on sports confidence,

revealing that the foundation of players' confidence

was rooted in skill enhancement. This research

advocated for players to maintain a positive and

optimistic attitude in the face of errors. Fransen et al.

(2015) investigated the factors contributing to

varying levels of team confidence in basketball and

football, identifying high-quality performance as the

most critical element influencing team confidence.

These studies have been dedicated to examining the

factors that influence sports confidence and strategies

for its cultivation. However, fewer studies have

further tested whether there is an appropriate state of

confidence.

Additionally, some researchers were interested in

the self-perception of participants in sport activities.

For instance, Malete et al. (2008) examined the

relationship between youths’ self-perception and

their engagement in physical activities, proposing a

three-factor model to enhance the understanding of

physical self-concept within the Jamaican youth.

Vlachopoulos et al. (2014) developed a short form of

the physical self-perception profile to streamline the

assessment of physical activity. These articles

primarily focus on the assessment methods self-

perception in youth sports activities. For the

relationship between self-perception of competence

and actual performance in sport, Kolovelonis and

Goudas (2019) found that students had misjudged

their abilities to a similar extent in sports. Kolovelonis

et al. (2022) employed a shooting test to calculate

students' calibration index, bridging the gap between

self-perception and actual performance. However,

these investigations predominantly focused on the

cognitive of technical skills. Moreover, in the field of

sports science, research examining decision-making

awareness in youth invasion games was primarily

centered on football, with a noticeable scarcity of

studies on basketball (Inns et al., 2023). Therefore,

there is limited research exploring the differences

between basketball players' states of confidence and

their actual tactical knowledge of basketball in

decision-making scenarios.

To addressing the above research gap, in this

study, we introduced the basketball self-perception

evaluation channel, which helped coaches and players

better understand players' perceptions of their

basketball abilities through the differences of self-

confidence and decision-making scores in different

tactical scenarios. This approach not only contributed

to a promising method for enhancing basketball

training and evaluation experience but also served as

a bridge to the research questions we aimed to

investigate. Therefore, this study is aimed to explore

the following research questions:

 How can players be assisted in understanding

their psychological states and the level of

basketball tactical knowledge through the

differences between their self-confidence and

decision-making awareness?

 How can coaches identify players with

inaccurate perception of competence in

improving training strategies and team

management?

 How can the innovative and entertaining

basketball self-perception evaluation channel

contribute to enriching the youth sports

industry?

2 METHODS

The study primarily involved the use of the video-

feedback and questioning method. It consisted of 10

basketball game videos that were edited and designed

icSPORTS 2024 - 12th International Conference on Sport Sciences Research and Technology Support

106

for assessing decision-making awareness and self-

confidence level among players.

2.1 Participants

As a pilot case study, 12 male basketball players were

recruited from a high school basketball team in

Southwest region of China. The age of all of players

ranged from 14 to 17 years old, and they have been

playing basketball for an average of 3 years at a

varsity level. All participants were required to sign an

informed consent form after being informed about the

study.

2.2 Instrument

2.2.1 Video-Feedback and Questioning

Video-feedback and questioning method is used to

define and establish a tactical oriented training system

for players, which consider the interaction elements

between players and other environmental factors.

Some studies have demonstrated that the combination

of video-feedback and questioning has been applied

to verify efficacy on decision-making (Domínguez et

al., 2011; Gil-Arias et al., 2016), skill execution

(García-González et al., 2014) and tactical knowledge

(Gil-Arias et al., 2015). Through video feedback and

questioning, players can estimate their decision-

making capacity, develop their tactical perception,

and identify fast and detailed movement cues as well

as specific patterns in the game (Pagé et al., 2019). In

this study, 10 video clips of basketball tactical skills

of offensive and defensive were edited and

customized from professional basketball match to

assess the basketball decision-making awareness of

players (FIBA, 2022).

2.2.2 Procedure

During the experimental sessions, participants were

required to predict the next movement of a given

basketball player in 10 basketball tactic video clips.

The entire experimental process was conducted

within a single day. Before the start of the experiment,

researchers utilized two prepared non-experimental

video clips to explain the rules of the experiment and

answered relevant questions from participants.

To ensure efficient and accurate responses from

participants the video clips were designed to include

a brief masking period of one second, in which the

rest of the scene were concealed, and only the

position of the player that needs to be identified on

the basketball court was visible. After this period, the

video clip commenced and lasted approximately 6

seconds, showing the player interacted with other

players. Subsequently, the video paused, and 3

possible options were presented to participants.

Participants were then given 3 seconds to select the

next movement that they believed was appropriate for

the player or provide an answer that was not among

the three options.

Figure 1: Screenshot of one of the videos used during the

experiment sessions.

In this study, the scoring for each of the three

options for each video was based on reviews from two

head coaches. The best action received a score of 4,

an acceptable action received a score of 3, and a

suboptimal action received a score of 2. If a player

provided an answer that was not among the three

options, it was categorized as other action and scored

1 point. After making their decision for each video

clip, participants were asked to rate their own level of

confidence in their decision on a 4-point Likert scale,

ranging from "not at all confident" to "completely

confident". The utilization of this approach enabled

researchers to understand whether confidence scores

of a player difference from their decision-making

scores. This was an effective method of identifying

the psychological characteristics of players, such as

an inclination towards overconfidence or a deficiency

in confidence.

3 DATA ANALYSIS AND

RESULTS

Data on the players’ decision-making awareness and

self-confidence were collected in offense, defense,

and overall performance. The scores were determined

by the mean score for each tactic, with a higher mean

score indicating greater ability and confidence. This

analysis identified differences between players'

confidence and their actual decision-making abilities,

highlighting the accuracy of their self-perceptions.

3.1 Analysis of the Decision-Making

Awareness in Different Tactics

Data from Figure 2 shown the distribution of

decision-making awareness scores, with all players

Optimizing Youth Basketball Training Through the Novel and Entertaining Approach of Self-Perception Evaluation Channel

107

scoring above 2 points across different tactics. In

offensive tactics, most players scored above 3 points,

with Player No. 5 scoring the lowest (M=2.29) and

Player No. 10 the highest (M=3.62). Defensive tactics

scores were generally lower, with only half the

players scoring above 3 points. Player No. 4 showed

strong defensive awareness (M=4.00), but his

offensive awareness was lower (M=2.48), suggesting

a potential focus on defensive roles could benefit the

team.

In overall performance, the team demonstrated

advanced decision-making abilities, with most

players scoring above 3 points. Player No. 10

demonstrated the highest level of decision-making

awareness, positioning him as the most

knowledgeable in different tactics on the team. In

contrast, Player No. 5 consistently scored the lowest,

underscoring a significant need for improvement in

his understanding of tactics.

Figure 2: The scores of decision-making awareness in

different tactics.

3.2 Analysis of the Self-Confidence

Level in Different Tactics

Figure 3 illustrated that most players rated their

confidence above 3 points. In offensive tactics, six

players rated their confidence at the highest level (4

points), but Players No. 4 and 5 showed lower

confidence (M=2.29). In defensive tactics, Players

No. 4 and 5 again lacked confidence (M=2.33), while

others rated their confidence above 3 points. Coaches

could develop targeted training to boost confidence,

especially for Players No. 4 and 5.

Player No. 3 exhibited a significant difference in

confidence between offensive (M=2.86) and

defensive tactics (M=3.33), indicating a need to

adjust his mental approach to offensive scenarios.

Figure 3: The scores of self-confidence level in different

tactics.

3.3 Differences Between

Self-Confidence and

Decision-Making Awareness

In this study, by comparing the mean (M) values of

decision-making awareness and self-confidence as

shown in Figure 4, we identified differences between

players’ actual basketball knowledge and their

confidence levels across various tactics. These

differences indicate whether players exhibit

overconfidence or underconfidence, reflecting the

accuracy of their self-perception. The confidence

state (CS) for each tactic was calculated as follows:

𝐶𝑆  𝑀



𝑀



)

Where M

represented the mean self-

confidence score, and M

represented the mean

decision-making awareness score. Positive values

indicate overconfidence, negative values suggest

underconfidence, and zero represents an accurate

self-perception.

The overall concentration of players' confidence

states was analyzed across different tactics by

calculating the mean and standard deviation. This

analysis helped identify the team's overall

performance and pinpoint players who significantly

deviated from the average. For instance, the

concentration range of players' confidence in

offensive tactics was 0.02 to 1.12 (M±SD 0.57±0.55),

in defensive tactics it was -0.35 to 1.45 (M±SD

0.55±0.90), and in overall performance, the range was

-0.09 to 1.17 (M±SD 0.54±0.63).

Figure 4: The differences between self-confidence and

decision-making awareness scores.

As Figure 4 illustrated, Players No. 3 and No. 4

showed below-average confidence in both offensive

and overall performance. Player No. 3 had the least

confidence in offense with a difference of -0.38,

while Player No. 4, despite a slightly better score with

a difference of -0.19, was still below the team

average. Player No. 5, with a neutral difference of 0,

may need encouragement to be more audacious in

line with the team's overall confidence in offense.

Player No. 4’s confidence in defense was

icSPORTS 2024 - 12th International Conference on Sport Sciences Research and Technology Support

108

significantly lower than the team average with a

difference of -1.67, indicating a need for special

attention from the coach. Both Players No. 3 and No.

4 would benefit from psychological support to

improve their confidence and integration into the

team.

Regarding overconfidence, Player No. 6 showed

extreme confidence across all areas, with differences

of 1.52, 1.78, and 1.60 in offense, defense, and overall

performance, respectively. This could lead to

overestimation of abilities and impulsive decisions.

Player No. 8 also demonstrated overconfidence in

offense with a difference of 1.14, requiring

adjustments to his tactical awareness. Players No. 8

and No. 12, with confidence levels of 1.33 in defense,

also need to recalibrate their self-assessments to avoid

extreme psychological states.

The team exhibited a tendency towards

overconfidence in offense, with a minimum average

range value of 0.02, compared to -0.35 in defense.

While confidence can enhance performance,

underconfident players, as indicated by scores below

0, need timely support to avoid negatively impacting

the team. The coach should address both

overconfidence and underconfidence through

targeted psychological counseling, team-building

activities, and tactical training to promote cohesion

and improve overall performance.

4 DISCUSSIONS

This study aimed to propose a method that would

assist players in evaluating the accuracy of their self-

perception of competence, based on the differences in

self-confidence and decision-making awareness

scores that represented their psychological states of

overconfidence or underconfidence. In basketball,

confidence is crucial for enhancing competitive

performance, but such confidence must be grounded

in an accurate self-perception of individual abilities

and align with team objectives. Therefore, the study

further developed an assessment method—the

Basketball Self-Perception Evaluation Channel, as

shown in Figure 5, which effectively highlighted

psychological features among players, pinpointing

those who were likely overly confident or lacked

confidence. Players can identify their self-perception

of competence through evaluation channel to engage

in self-regulation and provide an appropriate

emotional and psychological response, and coaches

observe this evaluation channel to adjust their players'

states and reactions accordingly (Urquijo et al.,

2023). This identification holds substantial practical

importance for team management and the

psychological guidance of players. In addition, the

basketball self-perception evaluation channel was

used to answer three research questions.

 How can players be assisted in understanding

their psychological states and the level of

basketball tactical knowledge through the

differences between their self-confidence and

decision-making awareness?

Figure 5: The basketball self-perception evaluation

channel.

In this study, the self-perception evaluation

channel signified the average range of team

confidence. Assuming the team consisted of 23

players, the majority of players' scores falling within

the self-perception channel area, indicating that their

confidence states were consistent with the overall

team. Additionally, the equal scores line represented

the differences between self-confidence scores and

decision-making awareness scores were zero.

Notably, the equal scores line was located towards the

lower region in the self-perception channel, as most

players exhibited a tendency towards overconfidence,

with only a minority achieving a match, reflected by

a zero difference. This pattern aligns with the findings

of the present study and corroborates the conclusions

of other research, demonstrating that overconfidence

is a prevalent psychological tendency in competitive

sports (McGraw et al., 2004). Therefore, the equal

scores line was positioned towards the lower portion

of the self-perception evaluation channel.

Players situated outside the channel

demonstrated significant differences from the

average team confidence states, indicating not only

their confidence states above or below the team

average performance but also a substantial inaccuracy

in self-perception of competency. Within sports,

sustaining overconfidence can positively influence

team performance, and it is advantageous for young

Optimizing Youth Basketball Training Through the Novel and Entertaining Approach of Self-Perception Evaluation Channel

109

players to foster a positive self-view during their

formative years for the benefit of their future sporting

careers (Lee et al., 2021; Zavertiaeva et al., 2018).

Nonetheless, it is crucial for a player’s self-

confidence to be maintained within a certain range to

prevent the emergence of an extreme psychological

state characterized by blind confidence. For example,

as shown in Figure 5, Player No. 14, who had a low

decision-making awareness score but a high self-

confidence score, exemplifies someone who is overly

confident in their answers despite the reality.

Furthermore, the difference between his self-

confidence and decision-making awareness scores

was the largest in the team, positioning him as the

most overconfidence player exceeding the team's

average level. Conversely, Player No. 7, with a high

decision-making awareness score but a low self-

confidence score, reflects a lack of belief in his

abilities. Additionally, the difference between his

self-confidence and decision-making awareness

scores, being the smallest in the team, positioned him

as the player with the most significant lack of

confidence below the team's average level. For some

players within the self-perception channel range, such

as Player No. 5, although positioned within the

average range, it was still perceptible that his self-

confidence score was higher than his decision-

making awareness score. Therefore, he could engage

in reasonable self-regulation, and learning to prevent

the development of an extreme state.

The positioning of each player on the axis

represents the difference between their self-

confidence and decision-making awareness scores,

providing them with a visual understanding of their

competence and confidence states within the team.

Consequently, this approach facilitates the further

development of self-regulation skills among players,

crucial for achieving optimal performance and

excellence (Altfeld et al., 2017; Kolovelonis et al.,

2022). Furthermore, providing players with approach

on managing their self-perception of competence

during the learning process enables them to swiftly

assess their abilities relative to the team. This

understanding facilitates their integration into the

team by identifying roles that best suit their

characteristics, thereby adapting to the team's style

and enhancing team cohesion (Scott et al., 2021).

If these differences in psychological states are not

managed and adjusted timely, they could potentially

lead to a decline in team collaboration and overall

performance evaluation.

 How can coaches identify players with

inaccurate perception of competence in

improving training strategies and team

management?

The evaluation channel enabled coaches to

observe, compare, and pinpoint potential

psychological risks through the evaluation channel,

thus enabling the delivery of timely coaching

interventions that foster a more stable and

harmonious team environment. As illustrated in

Figure 5, there were six players whose confidence

states fell outside the channel, indicating significant

differences from the average range. Specifically,

Player No. 7, positioned in the area of

underconfidence, exhibited the lowest confidence

state within the team, necessitating immediate

observation and intervention by the coach. Similarly,

attention and adjustment were required for Players

No. 19 and No. 13 to return them to the normal range

of the team's psychological state. Preventative

interventions for Players No. 23 and No. 10 were also

crucial to prevent further deviation. The evaluation

channel served as an early warning mechanism to

help coaches develop the micro-level training plan,

allowing the coaches to identify not only players

displaying extreme psychological states or

unfavorable psychological inclinations but also

facilitated the strategic design of training sequences

among players (Kinnerk et al., 2023). This approach

allowed prioritization of attention towards

individuals requiring immediate focus, thereby

averting the negative progression of psychological

states within the team.

Moreover, as team leaders, coaches positively

engaging with players demonstrating negative

tendencies can cultivate an environment where

players feel valued, connected, and cared for,

significantly reshaping the team's overall confidence

dynamics and forging meaningful coach-athlete

relationships (Fransen et al., 2015; Gosai et al., 2023;

Morris et al., 2023). Crucially, when coaches

accurately identify players' personalities,

comprehend the subtleties in their confidence states,

and adeptly manage extreme emotional responses,

they can leverage these insights to deliver focused,

targeted instruction, thereby building meaningful

relationships and improving communication with

their players. Such strategic coaching has profound

positive effects on players' development and success

within the game (Hodgson et al., 2017; Felty & Liu,

2024).

 How can the innovative and entertaining

basketball self-perception evaluation channel

contribute to enriching the youth sports

industry?

icSPORTS 2024 - 12th International Conference on Sport Sciences Research and Technology Support

110

The basketball self-perception evaluation channel

introduced in this study offered an innovative and

entertaining methodology from traditional court-

bound training without time and location constraints.

This approach provided a varied training mode which

could be extended into an online training system that

match the sports engagement trends observed after

the epidemic and enrich the training practices

available to players (Benedict et al., 2024).

Additionally, it allowed coaches to delve into the

underlying causes of players' overconfidence or

underconfidence to further establish caring practices

within the team, thereby facilitating to develop the

holistic athlete development approach in sports

industry (Gano-Overway, 2023). Therefore, the

innovative evaluation channel has the potential to

significantly improve the basketball training industry

by introducing new aspects to team training,

enhancing observation techniques, and deepening the

understanding of youth player psychology.

5 LIMITATIONS AND FUTURE

DIRECTIONS

A limitation of this study was the small sample size,

as the data were collected from only one small team

of 12 players. This limitation limits the scientific

validity of the data analysis methodology, particularly

the reliance on basic computational methods such as

simple arithmetic and averaging instead of more

complex statistical tests. To address this limitation

and the challenges posed by the small sample size,

future iterations of this research will aim to include a

larger basketball team. This expansion will not only

improve the generalizability of the findings, but will

also enhance the scientific rigor of the analysis

methodology.

ACKNOWLEDGEMENTS

The work described in this paper was fully supported

by a grant from the Hong Kong Polytechnic

University (Project No. P0042738).

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