Sport and mental health for teenage girls
Melissa Causer, Sport and Exercise Psychologist (in training) as well as a specialist support officer at First Steps ED, gives advice on supporting teenage girls' mental health within your sessions.
I am a Sport and Exercise Psychologist (in training) as well as a specialist support officer at First Steps ED, an Eating Disorder support and recovery charity.
What challenges can teenage girls face?
Teenage girls experience a variety of mental-health–related challenges in sport, and many of these can be linked to normal adolescent development combined with the unique pressures of being in a sporting environment.
The first of these challenges is increased performance pressure. Within sports, teenagers are exposed to expectations from coaches, parents, peers, and, importantly, themselves.
This often leads to intense worries about letting people down and a fear of failure. These pressures can be amplified by situations such as selection, making mistakes, and competing for game time. Overall, these demands can contribute to performance anxiety, overthinking, and reduced confidence.
Another challenge teenage girls may face is body image concerns. Body image refers to how individuals perceive their own body and the emotions they experience in relation to it.
During adolescence, rapid physical changes can be uncomfortable or unfamiliar. While these changes occur outside of sport as well, the sporting environment can further complicate things.
For example, if the kit or uniform is too revealing, baggy, or tight, this can place added emphasis on the body. Additionally, comparisons with teammates can lead to increased body dissatisfaction.
Another key issue is the perceived idea that specific body shapes or sizes are required for success, which can negatively impact self-esteem.
Similarly, teenage girls may experience emotional ups and downs. During this stage of development, emotions tend to be more intense and complex. This includes a heightened sensitivity to criticism from themselves, as well as from coaches and peers.
Such criticism can contribute to low mood and other negative emotional consequences. Teenagers in this age group may also struggle to understand or cope with nerves and stress.
Again, this is a normal developmental stage, but it can still impact performance and wellbeing.
In addition to the reasons above, there are further challenges that teen girls face. Puberty-related changes mean their bodies are changing rapidly, which naturally increases the likelihood of comparison.
They also experience greater social pressures linked to appearance ideals, peer judgement, and exposure to social media standards.
During adolescence, athletes begin to form their identity and experience an increased need for belonging, which can heighten their self-consciousness.
Finally, cultural norms in some sporting environments—such as normalising body talk or valuing “pushing your body and mind to the limit”—can contribute to these challenges.
What can coaches and parents look out for
Coaches and parents can look out for a range of behavioural, emotional and physical signs that may indicate that someone is struggling with their mental wellbeing. It is important to note that these are purely warning signs/patterns, and you should avoid forming any formal diagnosis if you spot them.
I have divided the signs into four key categories: Behavioural signs, Emotional signs, Physical signs, and Social signs.
Behavioural signs
Withdrawal or isolation - this can include avoiding teammates, staying quiet, and not engaging in talking in breaks when they have previously.
Changes in participation - arriving especially early/late, avoiding particulate drills, skipping team meals
Perfectionistic behaviours- repeatedly redoing kit checks, warm-ups, or asking for reassurance (”Did I do that right?”).
Overtraining tendencies - pushing themselves too hard, difficulty taking rest, training extra in secret.
Increased irritability - snapping at teammates, frustration at small mistakes.
Avoidance behaviours include avoiding team photos, changing rooms, or performance situations.
Emotional signs
Heightened anxiety or worry- especially before matches or around selection.
Negative self-talk -”I’m rubbish”, “I look awful”, “I’m letting everyone down.”
Low confidence- hesitating on the pitch, reluctance to try new skills.
Overthinking - replaying mistakes, obsessing over performance.
Body dissatisfaction- comments like “I look fat”, “I hate my legs”, “I look slow.”
Physical signs
Frequent tiredness
Skipping snacks and meals
Change in weight or appearance
Injuries that don’t seem to heal
Pacing
Struggling to settle before the performance
Social signs
Conflict with teammates
Overly influenced by peers
Changes in attitudes towards any sport
How your language can have a positive impact
There are several ways that coaches’ language can have a positive impact on teens’ mental wellbeing. Language is critical, and even minor tweaks can make a massive difference.
One way coaching language can support wellbeing is by focusing on effort and behaviour rather than performance.
This means that coaches emphasise controllable actions, not just innate ability. One good example of this is ‘I love how hard you worked today’ instead of ‘you are naturally really talented’.
Additionally, regarding language, it is essential to avoid using language that refers to body shape, size, weight, or appearance. This includes comments that may be well-intended, for example,’ you look fitter’, as this can often lead to an increase in self-consciousness and comparison. Instead, you could focus on some key areas including: skills, teamwork, decision-making, and progress.
Another way language could help teens is by using language to normalise. Let athletes know that these feelings they are feeling are normal and common. One example of where this is particularly important is when discussing nerves and pressure.
These are everyday experiences of athletes; however, often the individual feels that they are the only ones who think this way. That’s why coaches can normalise this and say things like ‘lots of players feel nervous before games, shall we talk about why this happens?’
Finally, the language used by coaches can influence the language players use when interacting with one another. This is why coaches need to be aware of the boundaries they set and the culture they create within their team. By modelling respectful communication and establishing clear expectations, coaches can help prevent issues such as bullying or inappropriate language from developing within the team.
What do you do if you spot the signs
If coaches spot signs, there are several things they can do to help support the athlete.
Notice and record patterns
One-off behaviours aren’t usually a concern.
Consistent changes over time are more critical (e.g., increased anxiety, withdrawal from teammates, avoidance of food around training).
Create a supportive, private moment to check in
Use a calm, curious, non-judgmental approach, for example, “I’ve noticed you seem a bit quieter lately — how are things feeling for you?” “You don’t need to share anything you don’t want to, but I’m here to support you.”
Stick to observable behaviour
Avoid assumptions about diagnoses or causes.
Focus on what you’ve seen:
“I’ve noticed you’ve been sitting out of team meals”
“I’ve noticed you seem really nervous before games recently.”
Keep boundaries appropriate
Don’t try to “fix” mental health issues or offer clinical advice.
As coaches, your role is to:
Listen
Reassure
Keep communication open
Signpost appropriately if needed
Encourage help-seeking
If the athlete opens up, gently encourage them to talk to a parent, school pastoral lead, physio, and, importantly, the safeguarding officer, depending on the issue.
Signpost to the proper support
Coaches can direct athletes or families to:
Club safeguarding officer- they may be aware of the most appropriate signposts in your area
GP
School pastoral or wellbeing staff
Eating disorder charities (First Steps ED, BEAT)
Samaritans / Shout
Anyone appropriate within the club welfare team
Continue to check in regularly
Even if the athlete doesn’t open up immediately, consistent care builds trust.
“How are things feeling this week?”
“Anything you need from me before the session?”
Make practical adjustments in sport
Within your regular role, a coach can support you by:
Reducing pressure in training
Managing selection conversations carefully
Being mindful of kit/uniform issues
Standing firmly against appearance-based comments in the team
The main advice I would also give is to trust your gut if you feel something is going on; always raise the concern to the most appropriate person.
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