Introduction

The crisis of physical inactivity and the digital pivot

Physical fitness is a critical health indicator, yet a significant proportion of the global population fails to meet the minimum exercise standards required by the human body [1]. Among university students, this issue is exacerbated by sedentary lifestyles, academic pressure, and «internet addiction» [2]. Statistics indicate that while sports participation has increased globally over the last 30 years, the digital era has introduced a paradox: while the internet is often blamed for physical inactivity, it also provides unprecedented access to fitness tutorials and «Fitspiration» culture [3].

The emergence of TikTok (Douyin) and similar platforms, characterized by videos ranging from a few seconds to a few minutes, has created a new frontier for physical culture [4]. With over 1 billion short video users globally, and a high penetration rate among university students (over 80 % in some demographics), these platforms have become primary channels for sports information dissemination [2]. This article analyzes how this «digital spark» influences exercise intention and the formation of a lifelong sports lifestyle among the youth.

Theoretical Framework: Modeling the Digital Impact

To understand how a 15-second video leads to a 60-minute workout, researchers utilize several key psychological models.

1. The S-O-R Model (Stimulus-Organism-Response) The S-O-R model posits that external digital stimuli (S) trigger internal psychological changes in the organism (O), which eventually lead to a behavioral response (R) [2].

– Stimulus (S): Professionalism of creators, logic of content, and audiovisual elements.

– Organism (O): Satisfaction of intrinsic needs—entertainment, information, and social interaction.

– Response (R): Increased exercise frequency, duration, and intention.

2. Self-Determination Theory (SDT) and Chained Mediation SDT suggests that behavioral change is most sustainable when driven by Intrinsic Motivation — the internal drive to participate for enjoyment and personal satisfaction. Studies have confirmed a «chained mediation» effect: social media use >> intrinsic motivation >> exercise intention >> exercise behavior [2].

Explanatory Note 1: Standardized Regression Coefficient ( β )

In these models, researchers use β to measure the strength of an effect. For example, a value of β = 0.396 indicates that for every unit increase in social media use, intrinsic motivation increases by approximately 40 % of its standard deviation. This shows a «strong positive prediction» [2].

Content Characteristics: The Power of Message Sensation Value (MSV)

Not all sports videos are equally effective. The success of a digital stimulus depends on its Message Sensation Value (MSV) — the ability of audiovisual features to excite the viewer's senses [5].

1. Visual and Emotional Stimuli Videos showcasing «Body Transformations» and «Motivational Content» consistently report higher engagement levels than simple technical demonstrations. University students are particularly drawn to content that evokes emotional resonance — a feeling of «If they can do it, so can I« [5].

2. Technical Quality and Logic High-quality health information adoption is driven by:

– Logical Consistency: Step-by-step clarity.

– Source Authority: Verification of the creator’s professional background (e.g., certified coaches or athletes).

– Duration Sufficiency: While videos are short, they must be long enough (ideally 1–3 minutes) to provide actionable advice without oversimplifying the risks [6].

The Shift from «Visitability» to «Participatability»

A groundbreaking concept in digital physical culture is the transition from «Visitability» (passively watching a body as an object) to «Participatability» (using the video as a virtual environment for co-practice) [1].

Short videos create a «Virtual Coach» effect through:

– Synchronous Interaction: Features like «duets» and «challenges» allow students to sync their movements with the creator [7].

– Embodied Resonance: Students report that watching a creator sweat or struggle makes the exercise feel more «real» and achievable, reducing the psychological barrier to starting [7].

– Social Feedback Loops: Comments and «likes» provide immediate social reinforcement, which is often missing in traditional solo workouts [2].

Empirical Analysis: Changes in Sports Lifestyles

Data from university students in major hubs like Nanjing and Guangzhou reveal significant shifts in behavioral patterns.

1. Exercise frequency and Duration Research shows a statistically significant difference in exercise habits before and after the adoption of fitness apps and short videos [8].

– Frequency: The percentage of students exercising 3–4 times per week rose significantly among active video users [9], [10].

– Duration: Single exercise sessions shifted from under 30 minutes to the 60–90 minute range [8], [9].

– Intensity: High-frequency users are more likely to engage in «Moderate to High» intensity workouts [8].

2. Subjective Well-being (SWB) as a Mediator

A key finding is that sports short videos do not just promote physical health; they enhance Subjective Well-being [11]. By providing entertainment and reducing academic stress, these videos create a positive feedback loop: better mood higher exercise intention physical activity improved well-being [11].

Explanatory Note 2: Correlation Coefficient ( r )

Researchers found a positive correlation of r=0.193 between media use and sports behavior [1]. While seemingly low, in large-scale social sciences, this is a «significant positive correlation», meaning media use is a reliable predictor of physical activity among youth.

Gender and Professional Differences in Digital Sports Consumption

Consumption patterns vary based on a student’s major and gender [2].

– Gender: Male students often focus on «Sports Events» and «Strength Training», using videos for competitive motivation [3], [9]. Female students show higher engagement with «Rhythmic Gymnastics», «Yoga», and «Body Transformation» content, often seeking «escape» and «guidance» [3].

– Academic Major: Students in Science and Engineering often report higher «Perceived Usefulness» of data-driven fitness apps, whereas Arts and Humanities students may prioritize the «Perceived Entertainment» value of the content [8].

The «Double-Edged Sword»: Critical Perspectives

Despite the benefits, the «TikTok-ization» of physical culture presents risks that «Young Scientists» must acknowledge.

1. Pan-Entertainment and Fragmentation

The «pan-entertainment» (泛娱乐化) trend can lead to shallow learning [12], [13]. Many videos focus on visual «gimmicks» rather than scientific training principles. This results in «Fragmented Knowledge», where students learn isolated movements but lack a systematic understanding of physical training [2].

2. Misinformation and Anxiety

– Incorrect Technique: Non-professional creators may promote dangerous exercise forms, leading to ligament or muscle injuries [13].

– Body Image Anxiety: Constant exposure to «perfectly filtered» bodies can trigger «Body Image Anxiety» and «Appearance Anxiety» among vulnerable students, potentially leading to eating disorders rather than health [13].

Pathways for Physical Education (PE) Reform

To mitigate risks and leverage digital benefits, universities must adapt.

1. Hybrid Learning Models

Official PE courses should integrate high-quality short videos for technical demonstrations [1], [9]. For example, 50.2 % of teachers in a study already use TikTok to teach rhythmic gymnastics with positive results [4].

2. Digital Literacy and Feedback

Universities should teach «Digital Health Literacy» — the ability to distinguish between expert advice and unscientific fitness myths [1]. Establishing a «Student Sports Record System» that syncs with fitness apps could provide personalized feedback and scientific guidance [9].

Conclusion

Sports short-form videos have evolved into a vital «Digital Catalyst» for university physical culture. When designed with high Message Sensation Value and based on Source Authority , these videos effectively satisfy the intrinsic needs of students, boosting their Intrinsic Motivation and Subjective Well-being . While the risks of pan-entertainment and misinformation remain, the transition from passive «visiting» to active «participating» offers a unique opportunity. The future of physical education lies in the synergy between traditional pedagogical rigor and the dynamic, engaging nature of digital short-form content.

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