This study examined the moderating role of mindfulness in the relationships between physical literacy, self-efficacy, and learning outcomes in university-level Taekwondo physical education. A total of 282 students completed an 18-week intervention using five mindfulness strategies: breath awareness, body scan, skill visualization, mindful movement, and self-directed practice. Using PLS-SEM and t-tests, physical literacy significantly predicted self-efficacy (β = 0.651, p < .001) and learning outcomes (β = 0.717, p < .001), with mindfulness significantly moderating both paths. The intervention group outperformed the control group across all post-test measures. Findings support integrating mindfulness-based pedagogy to enhance confidence, skill acquisition, and academic achievement in physical education, with broader implications for holistic development in higher education.
