This study examines the correlation between students; prosocial behaviors and their motivation for physical and health education (PE) in elementary schools. The focus is on the research of motivational factors that encourage students to participate in PE classes and their impact on the expression of prosocial behavior within the classroom community. Motivation for physical activity was measured through intrinsic and extrinsic factors, while prosocial behavior was examined through a tendency to altruism, trust and friendliness among students. Quantitative analysis techniques were employed throughout the study, which involved 129 students, in total 72 male and 57 female, including the use of a questionnaire to gauge the participants' levels of prosocial behavior and motivation. The findings indicated that there was a significant correlation between higher levels of intrinsic motivation and more frequent manifestation of prosocial behaviors, as well as a difference in motivation by gender of the respondents that was in favor of the male students. Students who participate in PE classes for internal reasons, for instance enjoying learning new skills and achieving personal progress, show a higher level of altruism and trust towards their peers. On the contrary, students with predominantly extrinsic motivations, including the need for recognition from others, show fewer association with prosocial behavior. Therefore, the importance of teachers and the school system in encouraging intrinsic motivation is emphasized, which can improve cooperation and social cohesion among students and contribute to the healthy development of the class community.