E-learning has revolutionized the educational landscape, changing how knowledge is imparted to students and enhancing the learning process. Despite the growing popularity of e-learning worldwide, a lingering question remains regarding the behavioral intentions of Physical Education students toward its use. This study endeavors to address this issue by utilizing a structural equation model (SEM) to explore the factors and mechanisms influencing e-learning adoption among Physical Education students. The study collected data from 504 students enrolled in the e-learning system at universities in China. The results reveal that attitudes ([beta] = 0.37), subjective norms ([beta] = 0.29), and facilitating conditions ([beta] = 0.45) significantly influence students' intention to use e-learning. Interestingly, the expected association between perceived usefulness ([beta] = -0.11) and behavioral intentions was nonsignificant. These findings highlight the importance of improving technical and organizational support, as well as the necessity for further empirical research on instructional strategies to promote effective e-learning.