Research on the Influence of College Physical Education on the Sports Behavior Habits of Female College Students from the Perspective of Emotional Experience

Abstract

This study investigates how college physical education affects the exercise habits of female students. In response to the global challenge of promoting healthy lifestyles and insufficient exercise participation among female college students, a correlation model was constructed to examine the relationship between emotional experiences and exercise behavior. Using stratified random sampling, 100 sophomore female students enrolled in aerobics courses were selected as research subjects. Emotional experiences and exercise behavior characteristics were assessed through standardized scales, and SPSS 26.0 was used for correlation analysis and regression modeling. Results indicate a significant positive correlation between emotional experience and exercise habits (r = 0.536, p < 0.001). Emotional variables explain 28.7% of behavioral variation. Prediction is strongest in the Low Emotional Experience Group (n = 30, R² = 0.315), while the High Emotional Experience Group (n = 12) exhibits behavioral attenuation after emotional saturation. This study innovatively reveals the gradient attenuation in the emotion–exercise relationship and supports the applicability of the emotion regulation need theory in exercise contexts. It is recommended to construct an emotion-oriented curriculum system to enhance exercise participation through engaging project design, achievement reinforcement, and differentiated intervention strategies. Limitations include the small sample size and the inability to infer causality from the cross-sectional design. Future multicenter longitudinal studies are needed to further explore the underlying mechanisms.