The intersection of music, physical education, and psychology: enhancing college students’ motivation and performance through student-curated playlists

Although music is widely recognized for enhancing physical exercise through improved performance, motivation, and engagement, its integration with cultural elements in college physical education (PE) remains underexplored. This mixed-methods study, informed by culturally relevant pedagogy (CRP), investigated the effects of student-curated versus instructor-curated playlists on motivation, engagement, and physical performance in PE courses focused on cheerleading and line dancing. Ninety-six Chinese college students participated over 4 weeks in alternating playlist conditions, with physical metrics (steps, calories burned, heart rate) tracked via mobile applications and perceptions assessed through post-study questionnaires. Results showed that student-curated, high-energy playlists significantly outperformed instructor-curated, reflective playlists, resulting in higher physical exertion, motivation, and perceived cultural relevance. Qualitative insights revealed greater ownership, identity connection, and engagement with self-selected music, while gender differences suggested nuanced responses. These findings highlight the value of student agency in fostering inclusive, motivating PE environments aligned with CRP principles. Implications include refining curricula to incorporate cultural responsiveness, guiding instructors in dance-based activities, and informing policies that prioritize learner input to enhance participation and health outcomes in diverse higher-education settings. Future research should explore cross-cultural and longitudinal effects.