Children’s Well-Being of Physical Activity Space Design in Primary School Campus from the Perspective of Basic Psychological Needs

The issue of children’s mental health is becoming increasingly prominent worldwide. Research indicates that insufficient physical activity constitutes a significant risk factor for various health issues. As primary school campuses serve as the primary setting for children’s physical activities, their spatial design currently fails to adequately support children’s psychological needs, thereby hindering improvements in mental well-being. This study, grounded in the theory of basic psychological needs, employs a combined approach of quantitative bibliometric analysis and qualitative content analysis to systematically investigate the relationship between children’s psychological needs and the design of physical activity spaces within school environments. The study identified six major research clusters: children’s health, self-determination theory, evaluation, physical education, user-centred design, and physical health. These reveal the multidimensional relationship between spatial design and children’s well-being. The key findings suggest that optimising facility diversity, designing progressively challenging activity zones, and implementing function-oriented colour coding can fulfil children’s fundamental psychological needs for autonomy, competence, and relatedness. These measures significantly enhance their mental well-being and overall happiness. This study extends the application of basic psychological needs theory to the field of campus spatial design, providing practical guidance for designers, educators, and policymakers. It aims to collectively advance the continuous optimisation of school sports facilities, thereby creating more favourable conditions for children’s healthy development.