International Journal of Sport, Exercise and Health Research 2025; 9(1): 23-27 DOI:10.31254/sportmed.9105
Division I Softball Athletes' Perceptions on Stress, Coping, Performance, and Mental Health
Rhianna J. Weall1 , Alex C. Garn2
1. School of Kinesiology, Louisiana State University, Baton Rouge, Louisiana, USA
2. School of Kinesiology, University of Minnesota, Twin Cities, Minneapolis, Minnesota, USA
*Author to whom correspondence should be addressed.
Received: 11th March, 2025 / Accepted: 14th July, 2025 / Published : 11th September, 2025
Background: Collegiate student-athletes face unique stressors due to the dual demands of academics and athletics. This study explores the perceived stress and coping strategies of Division I softball players using the Transactional Model of Stress as a framework. Aims and Objectives: This research aims to uncover the dynamic relationship between stress, coping, and performance, providing valuable insights into how mental health and athletic performance are interconnected. Materials and Methods: Semi-structured interviews were conducted with five Division I softball players from the same program, and thematic analysis identified three key themes: Pressure is Privilege, Identity Development and Team Dynamics, and Softball-Centrism. Results: Findings revealed that softball-related stressors were typically appraised as challenges, leading to the use of active coping strategies, such as structured routines and mental skills training. Athletes viewed high-pressure situations as opportunities for growth, reinforcing confidence and motivation. However, academic stressors were more frequently appraised as threats, often resulting in passive coping behaviors, such as avoidance and disengagement. Players struggled to balance academic responsibilities with the demands of their sport, citing limited time management skills and inadequate academic support. Conclusion: These findings suggest that structured mental skills training can help athletes manage performance stress, while additional academic resources and identity development programs may improve overall well-being.
Stress, Coping, Primary appraisals, Female athletes.
