Efficacy of built environment on perceived competence, autonomy, regulation, and physical activity engagement: A quantitative sustainability perspective

Abstract. The built environment is crucial for promoting sustainable physical activity (PA) by providing safe, accessible, and appealing spaces that encourage exercise for all students, regardless of background or ability. This study aimed to investigate whether the built environment (BE) influences students' satisfaction with moderate to vigorous physical activity (MVPA) (measured through perceived competence (PC), perceived autonomy (P-Au), and perceived regulation (PR). It also sought to measure specific variations explaining these influences and determine if this process differs between sexes. The study includes 600 university students (456 males: age20.74 ± 3.07, 144 females: age20.77 ± 3.47) who were categorized by gender and type of sport (157 in individual sports, 296 in team sports, and 147 for other kinds of sports). Various statistical analyses were used to analyze the data, including correlations, regression, and MANOVA. Additionally, to explore the relationships between variables and assess the model fit comprehensively, rigorous Structural Equation Modeling (SEM) was employed. The built environment is positively correlated with PC (r = .351), PA (r = .478), and PR (r = .390) significantly influence perceptions of the built environment. Regression analysis explains 27.9% of the variance in BE (R² = .279, p < .001) by the predictors, including PA (β = .350), PR (β = .206), and PC (β = .089). MVPA did not significantly predict BE (β = -.033, p = .343). MANOVA reveals significant main effects for gender, sports type, and their interaction on several variables, with notable effects for sports type on BE, PC, PA, and PR. The interaction between gender and sports type significantly affects MVPA. These results underscore the importance of perceptions of autonomy and relatedness in influencing BE and highlight significant differences in psychological and behavioral variables based on gender and type of sport. The total sample indicates a strong to excellent model with chi-square = 1.275 with a CMIN/DF ratio of 1.275, TLI = .997, CFI = 1.000, and RMSEA = .018. Furthermore, both male and female subgroups also show an excellent fit. A supportive built environment enhances students' perceived competence, autonomy, and relatedness, promoting sustainable physical activity. Tailored strategies are needed to address the diverse needs of student populations, ensuring inclusive and effective promotion of physical activity for all.