ABSTRACT
Children under ten years old are rapidly developing new motor skills and learning new ways to be active, and the competencies, interests, and overall physical literacy developed during this period have the potential to affect long-term lifestyle habits. Quantitative methods are the most common way to assess physical activity in young children. Direct measurements, such as pedometers and accelerometers, are valuable due to their accuracy and ability to calculate energy expenditure. Self-reporting of physical activity is also commonly used in studies of children because of its practicality and low cost; however, many developed questionnaires lack reliability and validity. The conceptual work of clarifying theoretical models and attention to one’s theoretical approach is necessary to the advancement of science. While the diverse array of methodological options for physical activity research with adult populations is a useful resource, these methods cannot be directly translated to younger children and must instead be aligned with theory and existing knowledge about young children’s development.
