Competition anxiety among student-athletes remains a significant problem affecting performance and well-being. This study applied a diagnostic correlational design to examine the influence of cognitive strategies and training load on competition anxiety. Using a survey technique with total enumeration of 70 student-athletes through purposive sampling, the findings revealed that cognitive strategies and training load had a significant positive relationship with competition anxiety, whereas cognitive strategies showed no significant relationship. However, both variables demonstrated a significant individual and combined influence, explaining 54.3% of the variance. This finding partially supports the Cognitive Activation Theory of Stress (CATS). Future studies may explore additional

variables, while coaches may implement psychological skills training and proper load management to reduce competition anxiety.