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.

学校体育活动环境，包括体育环境（例如设施，设备）和社会环境（例如老师和同伴的支持），为孩子们在学校的体育活动提供了基础支持。以自我决定理论为指导，本研究旨在通过美国西班牙裔儿童的基本心理需求满意度（BPNS），测试学校体育活动环境与体育相关结果（即体育和身体健康的努力）之间的三种中介模型。 215名四年级和五年级西班牙裔儿童（M_岁） = 10.66岁），他们完成了（a）测量学校感知的体育活动环境，BPNS和体育锻炼强度的调查，以及（b）FITNESSGRAM®测试电池，评估其心肺健康，肌肉健康和身体成分。结构方程模型显示，在控制年龄的情况下，学校的体育锻炼环境通过部分BPNS的调解和通过完全BPNS的体适能积极预测体育锻炼的努力。这些发现凸显了学校环境在预测西班牙裔儿童的健康和适应性方面的潜在作用。因此，建议建立足够的体育活动设施并提供与文化有关的活动，以增强西班牙裔儿童的体育学习。