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