In contemporary society, the inclusion of physical education (PE) in the curriculum has become imperative for students' physical well-being, primarily driven by the demands of a fast-paced lifestyle and the limited availability of time for engaging in physical fitness activities. The examination of teacher knowledge, teaching experience, and institutional commitment to physical education (PE) student performance in China and the Kurdish region has received significant attention in recent literature. This article aims to analyse the impact of these factors on PE student performance. This study also examines the mediating influence of the development and implementation of the physical education (PE) curriculum on the relationship between teacher knowledge, teaching experience, institutional commitment, and PE student performance in China and the Kurdish region. The research collected data from participants enrolled in physical educational institutions through the administration of survey questionnaires. The study also utilised the SPSS-AMOS software to examine the relationship between the variables. The results of the study revealed a significant correlation between teacher knowledge, teaching experience, and institutional commitment with the academic performance of physical education (PE) students in both China and the Kurdish region. The findings also revealed that there is a significant relationship between teacher knowledge, teaching experience, institutional commitment, and PE student performance in China and the Kurdish region, which is mediated by the construction and implementation of the PE curriculum. The study provides guidance to policymakers in formulating policies aimed at enhancing physical education (PE) student performance through the utilisation of effective teacher knowledge, extensive teaching experience, and valuable institutional commitment.