Mindfulness, cognitive load, and performance: examining the interplay of stress and self-regulation in physical education

PURPOSE: This study investigates the role of mindfulness practices and self-regulation in reducing cognitive load stress and enhancing physical performance among university students in physical education. Using a comprehensive structural model, the research explains the mediating effect of cognitive load stress and the moderating role of self-regulation in these relationships. METHODS: Data collected from 498 students were analyzed using partial least squares structural equation modeling, ensuring robust measurement and predictive validity. RESULTS: The findings reveal that mindfulness practices significantly reduce cognitive load stress and directly enhance physical performance. Besides, cognitive load stress acts as a mechanism through which mindfulness improves performance, indicating an indirect effect. Moreover, self-regulation strengthens both the direct and indirect pathways, highlighting its role in shaping these relationships. CONCLUSION: The study contributes to goal-setting theory and stress and coping theory by clarifying the mechanisms linking mental strategies to physical outcomes. IMPLICATIONS: Practical implications suggest integrating mindfulness and self-regulation strategies into physical education programs to foster improved performance and well-being. These insights highlight the value of holistic approaches in educational settings.