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

Summary

Mental strategies significantly boost athletic ability! Findings from university students reveal that mindfulness practices effectively reduce cognitive load stress, directly enhancing physical performance. Self-regulation plays a crucial role, strengthening these positive outcomes. This supports Goal setting theory, highlighting how integrating mindfulness and self-regulation can improve physical performance and overall well-being.

Abstract

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. Data collected from 498 students were analyzed using partial least squares structural equation modeling, ensuring robust measurement and predictive validity. 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. The study contributes to goal-setting theory and stress and coping theory by clarifying the mechanisms linking mental strategies to physical outcomes. 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.

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