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This study investigates how AI Digital Literacy (AIDL) drives university students’ adoption of AI learning tools in the context of physical education. Grounded in the Technology Acceptance Model (TAM), we propose a “literacy–cognition–attitude–intention–behavior” chain mechanism in which AIDL functions as a key external antecedent that shapes perceived usefulness (PU), perceived ease of use (PEOU), attitude toward use (ATU), behavioral intention (BIU), and actual system use behavior (SAUB).We conducted a three-wave longitudinal survey with 517 Chinese physical education majors from different universities. Data were collected at three time points (T1: AIDL; T2: PU, PEOU, ATU, BIU; T3: SAUB) using 7-point Likert scales. After EFA and CFA to establish measurement validity and reliability, we estimated a structural equation model with bootstrapped confidence intervals to test multiple chained mediation paths. The results show that AIDL significantly increases both PU and PEOU; PEOU also enhances PU. PU and PEOU, in turn, foster more positive ATU, which strengthens BIU and ultimately predicts higher levels of actual AI tool use. All five hypothesized longitudinal mediation paths from AIDL to SAUB are significant, confirming the proposed chain mechanism and revealing a “first lower the barrier (ease of use), then confirm the benefits (usefulness)” pattern in this highly practice-oriented learning context.<br><br>The study extends TAM by embedding AI Digital Literacy as a domain-specific external variable and providing rare three-wave evidence from the under-researched population of physical education majors. Practically, the findings suggest that universities should integrate AI literacy training into PE curricula and optimize AI learning tools for both ease of use and demonstrable learning benefits to promote sustained and deep usage in technology-enhanced sports education.