Introduction

Physical education (PE) is an integral component of a well-rounded education. Comprehensive PE curricula encompass a wide range of activities that promote physical fitness (Alawamleh & AlKasasbeh, 2024), skill development (Dimarucot et al., 2024), and overall health (Knoke et al., 2024). Studies have demonstrated the significant impact of PE on various aspects of student development, including attitude (Garcia et al., 2023), motivation (de Bruijn et al., 2023), and academic performance (Rasberry et al., 2011). Regular participation in PE classes also helps reduce stress levels, improves mood, and boosts overall mental well-being (Li et al., 2022; Sepriadi et al., 2023). In a comprehensive review that examined 88 studies published between 2008 and 2017, Opstoel et al., (2019) underscored the vital role of PE in fostering personal and social development. Their review demonstrated a strong correlation between engaging in PE and a wide range of positive effects, such as fostering a strong work ethic, nurturing leadership skills, encouraging cooperation, enhancing problem-solving abilities, promoting prosocial behavior, and more. Poliszczuk and Dzich, (2011) also emphasized that PE provides an avenue for self-expression and creativity by allowing students to explore different movement patterns and discover their physical capabilities. However, some research has highlighted potential downsides of PE, such as the reinforcement of traditional gender roles, which can limit students' experiences and perpetuate stereotypes. For instance, girls may be encouraged to participate in activities deemed less strenuous or competitive, while boys may be pushed towards more physically demanding sports (Deng, 2023). Due to its positive benefits and the need to address and mitigate any negative aspects, PE continues to be an important and ongoing research area in education.

PE programs typically incorporate a blend of individual and team sports (Ferraz et al., 2021), such as basketball, swimming, and gymnastics. Additionally, they include activities like dance (Mattsson & Lundvall, 2015), yoga (Amemiya et al., 2020), and outdoor education (Finn et al., 2018), which are designed to enhance movement skills and foster physical literacy. To inspire an active lifestyle, PE programs also emphasize fitness training with activities that enhance cardiovascular health, muscular strength, and coordination (Forest et al., 2017). Such exercises may encompass strength training, stretching routines, aerobic workouts, and other activities that enhance physical fitness levels. Engaging in these physical activities offers numerous positive health benefits, including enhanced coordination, increased muscular strength, improved cardiovascular health, and overall physical fitness (Janssen & LeBlanc, 2010; Miller et al., 2016; Vendramin et al., 2016). From an educational standpoint, employing physical activities as a breather from academic instruction yields positive post-engagement effects such as enhanced attention, improved on-task behaviors, and better academic performance (Kohl & Cook, 2013). Consequently, teaching physical activities holds significant importance within research and educational practice. This interest is further evidenced by the growing focus on effective methodologies to ensure optimal outcomes in this domain (Zhang et al., 2024).

According to a systematic review (Jastrow et al., 2022), there is a growing trend in the utilization of digital technology as a pedagogical tool in PE. Some examples include wearable devices (Ahmed & Leung, 2021), exergames (Staiano & Calvert, 2011), personalized applications (Garcia et al., 2021), virtual reality (Li et al., 2023), artificial intelligence (Mishra et al., 2024) and more. Lupton, (2022) highlighted that digital technologies can enhance students' engagement and interest in theoretical content while also motivating them to be more physically active. In recent years, social media has emerged as another potential tool to promote physical activity and provide educational resources (Jiang & Ning, 2022; Kinchin & Bryant, 2015; Vollum, 2014). Goodyear et al., (2019) also observed that young people are increasingly using social media to seek information related to health, including topics such as nutrition, physical activity, and body image. Several studies noted that platforms like YouTube have gained popularity as a valuable medium for sharing exercise tutorials, workout routines, and health-related information (McDonough et al., 2022; Quennerstedt, 2013; Sui et al., 2022; Vancini et al., 2021). Durau et al., (2022) pointed out that instructional videos produced by social media content creators are a convenient and accessible source of access to fitness-related content. These videos serve as valuable supplementary learning materials by offering visual demonstrations and step-by-step instructions (McDonough et al., 2022; Sokolova & Perez, 2021). For instance, students can benefit from observing the correct form and execution of exercises, enabling them to imitate and practice movements accurately. Meanwhile, other prior works cautioned of the negative effects, such as potential addiction, insufficient sleep, distractions from educational tasks, excessive use for non-academic activities, and reduced face-to-face social interactions (Kolhar et al., 2021). Considering the increasing prevalence of these platforms and their associated challenges, further research is necessary and timely to responsibly advance pedagogical practices in PE.

Among social media video platforms, TikTok has become a cultural phenomenon for younger generations (McCashin & Murphy, 2022). Young people frequently use TikTok as a means of self-expression and creative communication. This platform allows users to showcase their talents, share their unique perspectives, express their humor, highlight their interests, and even engage in social activism (Literat & Kligler-Vilenchik, 2023; Roth et al., 2021). Recently, TikTok has been steadily gaining recognition in education as a form of nanolearning. As observed by Garcia et al., (2022), although TikTok is predominantly recognized for its entertainment-oriented content, it also hosts a substantial number of educational videos. Other studies corroborate this discovery by investigating TikTok as a learning space where instructional content is delivered and consumed. For instance, Ding et al., (2023) examined the impact of short instructional videos on learning business statistics. They discovered a significant advantage for students who utilized short videos. This finding aligns with the research of Febrianti et al., (2022), which identified its substantial positive impact on academic achievement. Given the growing evidence of TikTok's educational potential and the consumption of content related to physical activity on other social media platforms (Goodyear et al., 2021), it is logical to extend this inquiry into the domain of PE. Exploring this in PE is essential as it aligns with modern students' media consumption habits and can potentially enhance engagement and effectiveness in promoting physical activity among youth. Additionally, integrating popular digital platforms into PE curricula can make the program more accessible to today's tech-savvy students (O'Donnell et al., 2023).

Theoretical Framework

Uses and Gratification Theory

In examining why individuals seek out media, the Uses and Gratification Theory (UGT) is commonly employed as a guiding framework. The fundamental concept underlying UGT is that individuals pursue media that align with their needs leading to gratifications. As elaborated by Ferris et al., (2021), the core tenets of UGT include the understanding that (1) media consumers play an active role in selecting content to meet their needs, (2) personal psychological and sociological factors shape these choices, and (3) media competes with alternative sources for fulfilling needs, potentially varying its impact when assessing effects or consequences. With its roots in the field of mass communication and media studies, UGT was predominantly applied in traditional media contexts (e.g., television and print publications). However, over time, it has evolved to become an indispensable framework for understanding the intricacies of modern media consumption behaviors. As a case in point, Whiting and Williams, (2013) exemplified UGT’s relevance in the social media context by using it to dissect users' motivations for engaging with these platforms. They identified ten distinct uses and gratifications, including social interaction, information seeking, entertainment, relaxation, pastime, communicatory utility, expression of opinions, convenience utility, information sharing, and surveillance and observation of others.

UGT has also been applied to explore the reasons behind people's preference for short-form videos. For instance, Dong and Xie, (2024) analyzed motivations for watching short-form videos and identified six primary motives: seeking novelty, habit, relationship maintenance, releasing pressure, killing time, and escapism. These findings underscore the diverse reasons individuals are drawn to platforms like TikTok. According to Falgoust et al., (2022), UGT provides a valuable framework for elucidating the motivations behind their participation on the platform. Nevertheless, most studies examining TikTok using UGT focus primarily on social media contexts, which is understandable given the platform's nature. However, there remains a gap in the literature concerning the use of TikTok in educational