A Daily Physical Activity (DPA) Initiative was implemented in all schools in Alberta starting in September 2005. The expected outcome of the DPA Initiative is to increase the activity levels and healthy habits of students and, in part, address related issues such as chronic disease. As part of the first tier of the DPA Initiative evaluation study, this literature review is designed to identify data collection tools that are appropriate for use with children and youth in a school setting and are capable of reliably measuring the short-term, intermediate and long-term impacts of the DPA Initiative, and to identify promising practices in school-based physical activity interventions with outcomes similar to those of the DPA Initiative that could be used in Alberta schools. Based on this comprehensive synthesis of relevant literature, the following recommendations have emerged: (1) Some type of self-reporting instrument should be used to assess physical activity as a component of the DPA data collection. These types of instruments represent a straightforward, cost effective means of gathering reliable and valid information on the physical activity levels of children and youth in school and, depending on the instrument, outside of school as well. Self-report instruments most appropriate for use include the Self-Administered Physical Activity Checklist (SAPAC) and the Physical Activity Questionnaire for Children (PAQ-C); (2) Pedometers should be used to objectively measure physical activity levels in children and youth involved in DPA. The relatively low cost and ease of use of these devices, coupled with their high reliability and validity in measuring physical activity in children, make pedometers well suited to the DPA's data collection; (3) Self-report and objective measures should be used in combination to optimize and enrich the quality of the data collected from participants in DPA; and (4) Strategies should be developed to better evaluate and disseminate promisingpractices in school-based physical activity interventions developed both in Alberta and elsewhere. Appendices include: (1) Summary of Physical Activity Guidelines for Children and Youth; (2) Reliability and Validity of Self-Report Instruments for Assessing Physical Activity in Children and Youth; (3) Reliability and Validity of Accelerometers, Pedometers and Heart Rate Monitors for Assessing Physical Activity in Children and Youth; and (4) examples of School-Based Physical Activity Intervention Programs. (Contains 147 endnotes.) [This document was published by Alberta Education, Learning and Teaching Resources Branch.]