Background/Purpose A physically active lifestyle during childhood contributes to improved health status in later life (USDHHS, 2010). Little is known regarding the association between PA and HRQOL, and how HRQOL varies by gender and race in school children. Guided by the expectancy-value model of achievement choice (Eccles et al., 1983), the major purpose of this study was to explore the relationships between elementary school students' motivation in physical education, PA, and HRQOL. A secondary purpose was to examine gender and racial differences in study variables.
Method Participants were 321 (152 boys, 169 girls; 189 White, 132 Black) 4th and 5th grade children from three schools who completed a questionnaire assessing their motivation in the middle of the semester. Students' in-class activity was measured by pedometers and converted to steps/min. After five months, students' HRQOL and PA were measured by surveys.
Analysis/Results Both self-reported PA and average steps/min were positively associated with HRQOL. Children's expectancy beliefs were significant predictors of self-reported PA and HRQOL, whereas task values emerged as negative predictors of students' in-class activity. Boys reported higher expectancy beliefs, HRQOL and PA than girls. Black children had higher expectancy-value beliefs, whereas White children had higher HRQOL than black students. White girls tended to take fewer steps than White boys, while black boys had lowest step counts.
Conclusions Children who are physically inactive may be more likely to perceive themselves in a negative manner relative to impaired physical and psychosocial functions. Also, measurable gender and race differences in HRQOL begin in childhood.
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