The Effectiveness of Glare-Obscuring Glasses on Nighttime Driving Performance

Currently no driver-aid system effectively addresses glare-reduction for oncoming headlights. Glare at night has the ability to decrease our visual acuity and cause discomfort or pain. This decreased visual ability constitutes an increased risk for driver error and a potential roadway safety hazard. The severity of these detrimental effects has previously been shown to increase with driver age and is thought to be further exacerbated by the increased brightness of High Intensity Discharge (HID) headlights. In the current study, the effects of headlight glare from HID and halogen lights on driver performance was examined in a custom driving simulator. A novel polarized headlight glare-blocking system was also examined for its effectiveness in reducing headlight glare. Decreased visual field perception occurred across all age groups with the use of oncoming HID headlights compared to halogen headlights. In addition, older drivers\u27 performance on the visual awareness task was significantly decreased as compared to their younger counterparts. The performance-restoring effects of the headlight-blocking system were especially beneficial to older adults exposed to HID headlights, restoring visual field perceptual abilities to nearly that of the younger age group. As even brighter LED-based headlights reach the automotive market in the midst of an expanding older driver population, it is urged that automotive manufacturers consider glare-mitigation strategies when designing current headlight systems

Understanding the Automotive Pedal Usage and Foot Movement Characteristics of Older Drivers

The purpose of this study was to understand the pedal usage characteristics of older drivers in various driving tasks using an instrumented vehicle. This study stemmed from the prevalence of the pedal application errors (PAEs) and the older drivers’overrepresentation in crashes caused by PAEs. With the population increasing and becoming older, it is estimated that in 2020 there will be 40 million drivers over the age of 65 in the United States. Compared with their younger counterparts, older drivers are facing declining cognitive and physical abilities, such as impaired vision, slower reaction time and diminishing range of limb motion. Because these abilities are closely associated both with the driving task and the ability to recover from a crash, older drivers are overrepresented in vehicle crash involvement rate, and they are especially vulnerable to injuries caused by the crashes. Pedal misapplication crash is a type of crash preceded by a driver mistakenly pressing the accelerator pedal. Recently, the National Highway Traffic Safety Administration issued a report on PAE. The report reveals that older drivers are overrepresented in pedal misapplication crashes and that several driving tasks are overrepresented, such as emergency stopping, parking lot maneuvers and reaching out of the vehicle to interact with a curb-side device such as a card reader, mailbox, or ATM. Existing research has investigated the PAEs from different perspectives, but questions remain as to why older drivers are more likely to commit PAEs in these driving tasks. The current study investigated the pedal usage characteristics of 26 older drivers in driving tasks, such as startle-braking, forward parking and reaching out from the vehicle, which are scenarios associated with higher risk of PAEs. Ten stopping tasks were also investigated as baseline tasks. The study was conducted on-road using an instrumented vehicle. The data collected by the instrumented vehicle included pedal travel (potentiometer), force applied on the pedals (Tekscan sensor), and video recordings of each driver’s upper body and his or her foot movement. The study findings include the following: a) There are significantly positive correlations between a driver’s stature and the percent of foot pivoting, as well as between the shoe length and the percent of foot pivoting, which means the taller the driver or the longer the driver’s shoe, the more likely the driver will use foot pivoting instead of foot lifting in the baseline stopping tasks; b) In the startle-braking task, the driver is more likely to use foot lifting than that in the baseline tasks; c) The foot movement strategy is not found to affect lateral foot placement in either the baseline stopping tasks or the startle-braking task; d) When reaching out of the driver’s window to swipe a card at a card reader, the lateral foot placement on the brake pedal will bias rightward, compared with the lateral foot placement prior to reaching out; e) Approaching a gated access or parking in a dark, relatively confined parking space does not significantly slow down a driver’ foot transfer from the accelerator pedal to the brake pedal; f) Stature of a driver does not significantly affect the time required to successfully complete a card-swiping task. A driver’s pedal operation characteristics are associated with many factors, among which four factors are identified to be relevant to the driver’s pedal operation: stature, shoe length, startle stimuli and reaching out of the driver’s window. To identify the direct causes of PAEs, future research should investigate the pedal operation characteristics in a more controlled environment. For example, an eye-tracking device can be used to study the relationship between gaze direction and foot movement. Other driving scenarios, such as reversing, should be studied as well. In addition, a study with a larger sample size and novice drivers is necessary to validate the findings of the current study and to understand the PAEs among the population with little driving experience. The current study has both clinical and engineering implications. For occupational therapists and driving rehabilitation specialists, factors such as stature, leg length, footwear, vehicle type and pedal configuration may provide information about driver’s foot behaviors. For example, drivers with flat-soled shoes may tend to use foot lifting and drivers with wedged shoes may tend to use foot pivoting. Drivers with very wide shoes may get the shoe caught under the brake pedal when pivoting from the accelerator pedal to the brake pedal. Drivers with short leg length may be able to use foot pivoting when driving a sports vehicle, but they would have to use foot lifting when driving a large truck. Drivers tend to use foot lifting when the pedals are higher above from the vehicle floor and drivers tend to use foot pivoting when the pedals are lower above the vehicle floor. An in-clinic test of a driver’s lower extremity functions prior to on-road assessment helps to select the appropriate test vehicles. For example, it is recommended that shorter drivers with weaker lower extremity functions use vehicles of which the pedals are lower above the vehicle floor. To reduce the chance of a driver’s foot slipping off the brake pedal, engineers should consider redesigning the pedal pad to increase the friction coefficient of shoe-pedal contact. For example, using tread width of 2mm produces higher friction values. In addition, Automatic Vehicle Identification can be implemented so that the drivers do not have to reach out of the window to swipe card and to enter a gated access. Other driver assistance systems such as Autonomous Emergency Braking and Automated Parking System can either mitigate the damage or eliminate the chance of a human error

Development of a Lower Extremity Mobility Assessment Methodology for Motor Vehicle Operation and Initial Validation

Limited quantifiable data exists on lower extremity mobility and function during driving. To date, the most appropriate existing measures of successful driving function are assessed by a driving rehabilitation specialist during an on-road evaluation. Establishing the kinematic chain- or the order and magnitude in which joints are moved- during driving may prove to be a useful tool in lower extremity function assessment in drivers. To this end, a study was conducted instrumenting both the left and right legs of healthy licensed male drivers (18-26 years old) with a system of angle measuring goniometers (Biometrics, Ltd.) in a driving simulator (DriveSafety CDS-250). The motions across the hip, knee and AFC joints were measured during active driving simulator scenarios, performing pedal tasks with both the right and left leg. Subjects completed 3 trials for each leg in which they were required to respond to braking tasks and peripheral queuing, and comparisons between left versus right leg driving over time were conducted for measuring brake response time, return to gas movement time, and joint angle minimums, maximums, and ranges of motion. Kinematic chain joint angles were also correlated against each other so as to yield a slope and strength of correlation, allowing the development of a numerical assessment of the kinematic chain. Results of this work indicate that left leg driving requires characteristically different kinematic chain in lower extremity motions, primarily with respect to the altered use of AFC inversion/eversion. Left limb correlation values were found, in general, to have a higher value, indicating a greater degree of repeatable gross motor movement. Right leg motions showed a greater range of fine motor control, which could be characteristic of dominant leg driving in general. Similar movement patterns were found in both phases of pedal transition, both the brake application and the return from brake to gas. This study showed that the distinctive motions seen in right versus left-footed driving can indeed be characterized by goniometric application. Further studies should explore the effects of left leg driver training in a longitudinal manner, testing this driving task over the period of several weeks. If these future studies show a development and improvement of left leg driver performance, patients undergoing right leg orthopedic procedures could be taught to drive effectively with the left leg during rehabilitation for extended periods of time, thereby allowing those patients to maintain their independence

日本の認知障害のある高齢ドライバーにおける運転技能と神経心理学的検査との相関

京都大学新制・課程博士博士(人間健康科学)甲第23129号人健博第91号新制||人健||6(附属図書館)京都大学大学院医学研究科人間健康科学系専攻(主査)教授 澤本 伸克, 教授 十一 元三, 教授 髙橋 良輔学位規則第4条第1項該当Doctor of Human Health SciencesKyoto UniversityDFA

Investigating Drivers’ Knowledge and Experience With the Anti-lock Braking System (ABS) Which Led to the Development and Evaluation of an Emergency Braking Training Exercise Using a Driving Simulator With Haptic Pedal Feedback

The purpose of this dissertation was to explore the extent to which drivers do or do not have knowledge of and experience with the anti-lock braking system (ABS) and then to explore the development and evaluation of a driving simulator task specifically designed to address emergency braking with haptic brake pedal feedback. The anti-lock braking system (ABS) was created to help drivers in emergency braking situations by preventing skidding and loss of control due to locked wheels. Vehicles with conventional (pre-ABS) brakes required the driver to “pump” the brake pedal, or to rapidly press and release the brake pedal, during an emergency braking situation. This act of rapidly pressing and releasing the brake pedal was difficult for many drivers. If the driver did not pump the brake pedal quickly enough, the result could cause the vehicle’s wheels to lock and the driver to lose control of steering and braking of the vehicle. ABS automated the pumping action for the driver by holding and releasing the brake pressure to prevent the wheels from locking and skidding. Since ABS quickly holds and releases the brake pressure, the driver experiences a vibration or “thumping” in the pedal when ABS is engaged (Kahane, 1994). This vibration or “thumping” can be confusing for the driver. The National Highway Traffic Safety Administration (NHTSA) discovered that drivers did not understand the purpose of ABS, did not know when ABS was functioning, or if their vehicle was even equipped with ABS (Mazzae, Garrott & Snyder, 2001). In the US, teenage drivers have an increased risk of being involved in crashes. To address the increased risk of teen crashes, post-license advanced driving programs have emerged. The first study within this dissertation gained teenagers’ perspective of a half day post-license driving program focused on a hands-on introduction to emergency braking, skid recovery and the dangers of distracted driving on a closed-road track, the Guard Your Life (GYL) Challenge program. The teenagers (N=134) completed a survey immediately following the program and a subset (N=50) of those teen completed a phone interview three months later. The open-ended survey and phone interview items reflected the program’s key concepts of emergency braking, skid recovery and the dangers of distracted driving. During the follow-up phone interview, the majority of teenagers reported using the skills experienced and half of the participants who participated in the phone interview reported using skills that they learned to avoid a crash, where ABS braking was the most common skill used. Almost all teenagers reported anticipating or changing their driving behaviors, specifically by reducing distractions, having a heightened awareness and changing their driving position. The survey and follow-up phone interview results suggested that the teenagers benefited from the skills introduced and, from the teenagers’ perspective, has helped them avoid crashes. The results of the study also suggested that teen drivers do not understand or have experience activating ABS prior to the program. During study I, it was observed that the parents of the teenage drivers were engaged during the classroom portion of the study and the majority of the parents stayed to watch their teen drive on the track. Study II gained parents’ perspectives while observing their teens’ involvement in the GYL post-license driving program which focused on a hands-on introduction to emergency braking, skid recovery and the dangers of distracted driving. Parents (N=134) completed a survey after the program, and for comparison purposes, the teens (N=164) also completed a survey at the end of the same program. While the parents only observed the program, the results revealed that most learned useful information and would consider additional training for themselves. Interestingly, though 85% of the parents reported experiencing ABS, only 53% of the parents reported teaching their teen about ABS, with 87% of those parents discussing ABS and only 13% of parents providing hands-on practice to their teen. Almost all teens and parents reported anticipating changing their driving behaviors, specifically by reducing distractions, having a heightened awareness while driving and changing their driving/seating position. These results suggested that parents benefited from simply observing the class and though many parents reported experiencing ABS, the lack of hands-on practice the parents reported providing to their teen may suggest that some of these parents may not understand ABS. In addition to evaluating drivers’ views of the GYL program, study III aimed to gain the views of both teen and adult drivers’ views of full day car control classes designed to address defensive driving skills through both classroom instruction and hands-on practice on a closed-road track. To obtain the views from teenagers (N=80) and adults (N=177), both groups completed a survey immediately after their classes, and a subset of the adults (N=64) completed a phone interview six months later. Results from the teenage and adult surveys showed that both groups reported the most important topics learned during the car control class were skid recovery, using ABS and looking where the car should go. Both teenagers and adults reported that they plan to significantly change their driving behaviors, especially those concerning seating, hand and mirror positions. Overall, after the class, the teenagers and adults felt “moderately competent” in their ability to perform the exercises practiced during the class, which increased from the rating of “not competent” prior to the class. The results from the phone interview with the adults suggest that ABS braking was the most important topic to them six months later. ABS braking was also the single-most reported skill used after the class and the self-identified skill most used to avoid a crash. The phone interview showed that the adults accurately predicted their use of the behaviors (seating position, vision, distractions, etc.) and turned those behaviors taught during the class into habits of their daily driving. The results from the teenage and adult surveys, as well as the phone interview with the adults, suggested that the participants benefitted from the knowledge and skills gained from the one-day car control class. Like the teens in study I, the adults reported using ABS braking the most on the road after the class of all of the skills addressed, thus adult drivers may not understand or have experience activating ABS prior to the class. Study IV narrowed the focus to determine high school students’ knowledge and experience with ABS. High school participants (N=60) with a driver’s license were recruited from science classes to complete the survey. The results revealed that only 22% of the teens knew what ABS stood for and 23% could describe the purpose of ABS. Only 33% of the teens reported using ABS and 15% reported that they had practiced using ABS. Interestingly, there were no statistical differences in knowledge or experience with ABS between teens that had taken driver’s education and those who had not. The results of the survey found the majority of teen drivers did not have knowledge of and experience with ABS. This study suggested that teen drivers, regardless of driver’s education experience, did not have knowledge of or experience with ABS. Understanding that not all drivers may have knowledge and experience with ABS, Study V investigated how a driver’s knowledge and experience with ABS effected performance braking in a vehicle. Drivers (N=79) were recruited from adult car control classes which focused on defensive driving skills, including both classroom and behind-the-wheel instruction on a closed-road course. One focus of the class was activation of ABS, which was designed to help drivers during emergency braking situations. In the classroom, participants learned what ABS is as well as how and when it functions. On the closed-road course, participants learned how to activate ABS and how the system feels when it is activated. The goal of this study was to understand how knowledge of and experience with ABS prior to the class relates to a driver’s ability to activate ABS. The participants’ ability to activate ABS was evaluated by the driving instructors using a behaviorally anchored rating scale with five ratings, ranging from 1 representing no ABS activation to 5 corresponding to full ABS activation throughout the entire stop. Participants completed a survey before and after the class to gain an understanding of their knowledge of and experience with ABS. The results found significant differences in braking performance between participants with and without prior knowledge of the feel of ABS when activated, practice activating ABS, and training, both with and without an ABS braking component. Most of the drivers who had practice or training activating ABS were able to fully activate ABS on their first try, outperforming all other participants. These results suggested that drivers could benefit from practice focusing on emergency braking with ABS. Study VI was a smaller study within study V, where participants (N=17) recruited from the adult car control classes. This study aimed to investigate if electrodermal activity (EDA) varied while drivers were completing the ABS exercise on the track. Participants wore Empatica E4 devices on both wrists to measure EDA. The EDA data were analyzed through skin conductance level (SCL), but the results showed no significant differences in SCL values between the right and left wrists, nor was there any consistency for which wrist had higher SCL values. The results from this study suggested that for an ABS braking task, SCL may not be the ideal measure of EDA. Not all drivers have access to training or an experienced driver to help them practice activating ABS, thus a novel driving simulator with haptic brake pedal feedback and interactive exercise Pedals Emergency Stop© for drivers to practice emergency braking with ABS feedback was developed. The interactive exercise displayed images of a gas and brake pedal with colored target zones. The interactive exercise began with a gas pedal target that oscillates up and down, then a stationary brake pedal target appears at the very top of the brake pedal at the same time a “Stop” prompt was played. Participants were instructed to press the brake pedal as quickly as possible to move the brake indicator into the target zone and hold the indicator in the target zone for three tones. In addition, when the participant was in the target zone haptic brake pedal feedback was provided. After each braking target, the participants were presented with feedback regarding if they passed or failed that trial. To pass, participants were required to press the brake pedal fast and hard enough as well as hold the brake indicator in the target zone for three tones. If the participant did not pass the trial, they were presented with advice to improve their performance, either to “press harder and faster” or to “hold longer”. During the initial evaluation of the emergency braking practice, participants (N=63) had 15 trials and were grouped base upon their knowledge and experience feeling ABS activate. The results found that 85% of participants were able to “pass” for the first time within the first four trials, with an average of three trials to “pass”. All participants in this study received a “pass” a minimum of two times during the practice. There were no differences in performance observed between participants with previous knowledge and experience feeling ABS versus those who did not have prior knowledge and experience with ABS. Also, participants thought they had enough practice, that the practice was a practical tool, and recommended the training for new drivers, refresher training, as well as evaluating fitness to drive. The results of this study suggested that the emergency braking practice using the Pedals Emergency Stop© interactive exercise may be an effective tool for drivers to practice emergency braking with haptic ABS feedback. As a result of the initial evaluation of the emergency braking practice, criteria to pass the emergency braking practice was proposed. The Pedals Emergency Stop© interactive exercise was divided into a practice with four trials and three tests with four trials each. The criteria to pass the emergency braking practice was passing three out of four trials within one of the tests. The final study within this dissertation aimed to understand if the emergency braking practice on the simulator generalized to driving in a vehicle on a closed road course as well as to evaluate the proposed criteria to pass the simulator practice. Participants (N=69) were grouped according to their previous experience feeling ABS activate as well as if they completed the simulator practice. Participants in the simulator group completed the emergency braking practice with the Pedals Emergency Stop© interactive exercise for a total of 16 trials making up the practice and three tests. All participants attempted to activate ABS on the track, where their performance braking was rated by a professional driving instructor using the behaviorally anchored rating scale developed in the study V which consisted of five ratings, ranging from 1 representing no ABS activation to 5 corresponding to full ABS activation throughout the entire stop. Participants completed five attempts on the track, all at 35mph. This speed was chosen because it is the speed where most crashes occur. Since 97% of the participants that completed the simulator practice passed the practice, the results revealed that the criteria to pass three out of four trials was representative of a participant that was successful passing the Pedals Emergency Stop©. There were no significant differences in braking performance ratings on the track between participants that had completed the simulator practice and those who had not. This was also true for participants with and without prior experience feeling ABS activate, where no differences were found in performance braking rating on the track. Though braking performance on the track was not influenced by the simulator practice, 74% of the participants that completed the simulator practice thought they benefitted and/or their performance on the track was improved as a result of the emergency braking practice on the simulator with Pedals Emergency Stop©. Though the speed of 35mph was selected because it is the speed where most crashes occur, future studies should include multiple speeds, both lower (35-45mph) and higher speeds (50-60mph). Study V observed that speeds between 35 and 50mph corresponded to drivers learning how hard and how quickly to press the brake pedal. As the speeds increased over 50mph, the stopping distance increased, and drivers learned to maintain brake pedal position and pressure until the vehicle came to a complete stop. Future research should explore the Pedals Emergency Stop© interactive exercise with novice teen drivers, who make up a disproportionate number of fatal crashes for their small percentage of the driving population (NHTSA, 2018b). Since the majority of teenage drivers’ crashes can be attributed to driver error, which includes recognition errors (visual scanning errors, distraction), decision errors (following distance, vehicle speed relative to conditions), and performance errors (losing control; Curry, Hafetz, Kallan, Winston, & Durbin, 2011), the emergency braking practice on the simulator could help to address decision and performance related braking errors. Driver’s education is commonly included in the graduated driving license process (NHTSA, 2017a) and integrating the emergency braking practice on the simulator with driver’s education may help novice teen drivers understand emergency braking as well as the haptic brake pedal feedback associated with ABS activation through the repetition of trials as part of the Pedals Emergency Stop© interactive exercise. As the automotive industry shifts focus to autonomous vehicles, the driving task will be eliminated and all individuals within the vehicle will become passengers. It is known from Study VII that the haptic feedback from ABS in not only in the brake pedal, but can be felt through the entire vehicle. Future autonomous vehicle users may experience the feedback from ABS as passengers. If the user does not understand the feedback nor given information about what the feedback is doing, this could lead to the user losing trust in the autonomous vehicle. Future autonomous vehicles should consider the impact that ABS feedback could have on user trust and methods to provide information to users to help communicate that the feedback back is part of normal emergency braking operation

Measurement of Older and Younger Drivers\u27 Selected Seat Position within their Personal Vehicles to Influence Recommended Practices for Meeting Safety Needs of Drivers

The objective of this research was to measure and understand the preferred seat position and posture of older drivers and younger drivers within their personal vehicles to influence recommended practices for meeting the safety needs of all drivers.Currently, the United States is experiencing an ageing population, whereby in 2020 nearly 40 million people over the age of 65 will be licensed drivers. In addition, crash reports show that older drivers are over represented in vehicle fatality statistics, once adjusted for vehicle miles traveled. The increased fatality rate of older drivers has been attributed to a combination of increased fragility of older drivers and their selected seat position. Educational programs, such as CarFit©, have been established to teach older drivers about safe seating guidelines in an effort to reduce the over representation of older drivers in crash statistics. The research for this dissertation was conducted to collect data from older drivers over the age of 60 and younger drivers between the ages of 30 to 39. Data were collected within the driver’s personal vehicle to obtain a natural and accurate driver selected seat position. Each driver was measured twice. The first set measures were obtained right after the driver’s arrival to the study site in the seat position the driver had selected. The second set of measures were taken after each driver was educated on CarFit© safe seating guidelines. The results of this dissertation show that the addition of an age term to the SAE J4004 recommended practice model for predicting driver selected seat position of any driver is a statistically significant contribution to the model thereby, improving the fit of the model and the accuracy of the predicted seat position model. In addition, age was shown as predictor variable for the CarFit© line of sight above the steering wheel measure, whereby older drivers were 5 times more likely than younger drivers to meet the CarFit© guideline of a 76 mm (3 in) line of sight above the steering wheel. Last, stature was shown as a predictor variable for the likelihood of meeting the CarFit© criteria, where tall-statured individuals were less likely to meet the backset, top of head to ceiling, and top of leg to bottom of steering wheel measurements and more likely to meet the line of sight above the steering wheel measurement

The Psychology of Vehicle Performance: Implications for the Uptake of Electric Vehicles

Road transport accounts for around 16% of global CO2 emissions, and electric vehicles (EVs) represent a potential mitigation route. High performance might offset the disadvantages of higher cost and short range that make their uptake problematic. This research investigated how consumer drivers construe, perceive and value vehicle performance. Research with UK drivers, using the repertory grid method, found that drivers construe vehicle performance as having two independent dimensions, dynamic and cruising performance. A new inter-goal dynamics and feedback control model of driving behaviour was developed to account for differences in the opportunities afforded to perceive vehicle performance in naturalistic driving. This was embedded in a Bayesian model for perception of available vehicle performance. Driving simulation and test track experiments with UK drivers found that: driving behaviour was strongly affected by goal activation; drivers could perceive performance differences in naturalistic driving, but only if they were large; the lowest perceptual difference threshold, for mid-range available vehicle acceleration, was 7.7%; smaller differences could affect driving behaviour (overtaking) through a process of implicit learning. The symbolic value of products is conferred by their symbolic meanings. Two new methods were developed to quantify symbolic meanings, grounded in costly signalling theory, which represents them in terms of personality traits of a typical user. The symbolic meanings of car types, performance attributes and driving styles were all measured. In a randomised controlled trial, UK consumer drivers rated an EV better on dynamic and cruising performance than a conventional ICE control, but this benefit was insufficient to outweigh the disadvantages. The symbolic meaning of an EV was found to be consistent with cruising performance, but inconsistent with dynamic performance. Extended-range EVs would have the dynamic and cruising performance benefits of EVs without the range disadvantages, and may be a desirable option for many once costs reduce

The association between physical activity and body mass index, quality of life, life-space mobility and successful aging in older adults.

Masters Degree. University of KwaZulu-Natal, Durban.The biggest threat to healthy aging is sedentary living with the golden years of most individuals being affected by disorders that are exacerbated by unhealthy lifestyles. Helping people age better is important and it can be achieved through participation in regular physical activity. Monitoring population levels of physical activity using subjective and objective measures is an important part of a public health response. This study aimed to determine the physical activity and body composition levels of older adults and the association of physical activity on body composition with health-related quality of life, life-space mobility and successful aging of life of older adults in Chatsworth, KwaZulu-Natal Province. A total of 210 older adults were randomly selected, both male and females, participated in the study and completed the Global Physical Activity Questionnaire, RAND Medical Outcomes Study 36-Item Health Survey, Life-Space Mobility Questionnaire and the Successful Aging Scale. BMI (kg/m2) was determined and step count was tracked for 7 days with the Omoron Pedometer. There were positive correlations between the participants actual physical activity and self-reported physical activity levels (r=0.183, p=0.008). The majority of the participants were overweight (51%, n=107). There was no significant relationship between BMI (r=0.63, p=0.366) and actual steps taken as well as no significant correlation with SF-36 and the average number of steps in 7 days of the participants (r=-0.112, p=0.107). A significant correlation between total LSQ (r=0.224, p=0.001) and SAS (r=-0.152, p=0.027) with the average number of steps in 7 days of the participant was noted. It was concluded that there is a positive relationship between self-reported physical activity and actual activity and life-space mobility and successful aging of life in older adults, but such relationship is not meaningfully predictive in this population. Strategies to improve physical inactivity in the elderly need to be implemented to ensure successful aging and quality of life in the elderly