The purpose of this study was to investigate the effect of perfectionism, social competence and psychological well-being on physical activity of physical education students of the University of Gümüshane in Turkey. To measure variables some questionnaires were used: Wells and Cartwright-Hatton (2004) for perfectionism; Julvez et al. (2008) for social competence, Reif (1995) for psychological well-being and Charbonneau et al. (2001) for performance sport. The reliability of the questionnaires was also assessed by Cronbach's alpha test. The Cronbach's alpha coefficient for the perfectionism questionnaire was 0.74, for social competence questionnaire 0.81, for the psychological well-being questionnaire 0.85, and for the sports performance questionnaire equal to 0.89. Questionnaires were distributed among the statistical sample (142 physical education students of the University of Gümüshane, Turkey). Findings showed that perfectionism has no significant effect on students 'athletic performance, but then the normal perfectionism with a beta coefficient of 0.16 and abnormal perfectionism with a beta coefficient of -0.308 (negative) had a significant effect on students' athletic performance. Also, social competence with a coefficient of beta of 0.631 and its nine dimensions had a significant positive effect on physical activity of physical education students of Gümüshane University. Psychological well-being with a beta coefficient of 0.74 and its six dimensions had a significant positive effect on physical activity of physical education students of Gümüshane University. It can be concluded that with the increase of social competence and psychological well-being of students as well as their normal perfectionism can improve performance of students. But with an increase in abnormal perfectionism, students' athletic performance decreases.