Abstract
School physical activity environments including physical environment (e.g., facilities, equipment) and social environment (e.g., teachers and peers support) provide a foundational support for children's physical activities in school. Guided by self-determination theory, this study aimed to test three mediation models between school physical activity environments and PE related outcomes (i.e., effort in PE and physical fitness) through basic psychological need satisfaction (BPNS) among Hispanic children in the U.S. Participants included 215 fourth- and fifth-grade Hispanic children ( M age = 10.66 years), who completed (a) a survey measuring perceived school physical activity environments, BPNS, and effort in PE, and (b) the FITNESSGRAM® test battery assessing their cardiorespiratory fitness , muscular fitness, and body composition. Structural equation modeling revealed that, controlling for age, school physical activity environments positively predicted effort in PE through partial mediation of BPNS and physical fitness through full mediation of BPNS. These findings highlight the potential roles of school environments in predicting Hispanic children's health and fitness. Accordingly, building adequate physical activity facilities and providing culturally relevant activities is recommended for enhancing Hispanic children's learning in PE. • Results explained 12.5% and 52.2% of the variance in effort and fitness, respectively. • Psychological need satisfaction partially mediated school environments' relation to effort. • Psychological need satisfaction fully mediated school environments' relation to fitness. • Age was a significant control variable that negatively predicted fitness.
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