How Self-Talk Affects Performance among NCAA Division III Female Athletes

Self-talk alters mental toughness, emotional control, and behavioral reactions, and can affect an athlete’s cognitive and psychological condition throughout training, competition, and practice. Few studies have examined the role of self-talk specifically among female athletes and no known study has measured its effects among female athletes at the NCAA Division III level. PURPOSE: Examine how NCAA Division III female student athletes describe the role of self-talk in their athletic performance and identify specific ways they perceive self-talk, its functions during training and competition, and its impact on focus, motivation, confidence, and overall performance. METHODS: In the Fall of 2025, modified questions from the Self-Talk Questionnaire for Sports (ASTQS) and the Mental Toughness Questionnaire (MTQ48) were sent to female athletes at a rural, liberal arts NCAA Division III university. Qualitative Thematic Analysis (TA) was conducted, and themes were categorized by positive, negative, and intentional self-talk. Specific themes were identified for each category (e.g., self-criticism, motivation, and impactful statements). RESULTS: Twelve participants (M age= 19.3 years, SD= 1.1 years) representing three sports (golf N=4, softball N=5, volleyball N=3) voluntarily responded. Self-talk improved performance and affected focus and mindset for female college athletes. Supportive teammates and coaches strengthened positive thoughts, while negative thoughts increased self-doubt. Intentional self-talk was the most effective using cue words and affirmations to stay calm and handle pressure. CONCLUSION: By understanding how female athletes experience and use self-talk, coaches, teams, and athletic programs can implement strategies that support healthier internal dialogue and ultimately enhance performance outcomes across female collegiate sports. Future studies should include participants representing more sports at the NCAA Division III level and study specific interventions among a variety of settings and levels.