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The way children learn to assess their chances of success is mediated by an awareness of internal bodily reactions. For example, the feeling of nervousness, tension in the stomach or rapid heartbeat tells us that the student does not enjoy performing activities because one is afraid of failure. Students are enjoying in physical activity if they are showing interest and satisfaction in performing that activity. In the areas of physical exercises and sports, enjoyment is conceived as a positive affective response that results from participation which reflects generalized feelings and is usually described as pleasure, will and fun. The experience of enjoyment during physical education classes is associated with increased intrinsic motivation, increased participation in physical activities and acceptance of an active and healthy lifestyle. Enjoyment is both, a predictor and the result of participating in physical activities. Expected enjoyment of physical activity can increase exercise intentions, and only the expectation of positive emotions presupposes the adoption and maintenance of physical activity level. Moreover, stronger prediction of negative emotions is associated with weaker intentions and behaviours connected with physical activity. Given that the connection between enjoyment and the level of physical activity of children has been proven, further research on enjoyment in the context of teaching physical education is justified. That is why it is necessary to asset a valid measuring instrument that will be able to assess the level of physical activity enjoyment. The purpose of the study was to examine the reliability of the Croatian version of the questionnaire for assessing physical activity enjoyment of younger school-age children. The study was conducted online, and the sample of respondents consisted of fourth grade primary school pupils. The physical activity enjoyment was assessed based on the physical activity questionnaire. Data were analysed using descriptive statistics, by calculating basic statistical parameters and the reliability of the questionnaire was determined by test-retest method. The Cronbach's coefficient, reliability coefficient obtained at standardized particles and the average correlation between particles were calculated. The correlation matrix between particles and sum of scale from first and second measurements was calculated to determine connection between first and second measurement. The results showed that pupils had high total physical activity enjoyment (the first measurement was 4.10 and the second measurement was 4.09). The Cronbach’s alpha values of the first and second measurements for the physical activity scale are 0.91 for the first measurement and 0.89 for the second measurement, and the average correlation between particles is 0.72 for the first measurement and 0.69 for the second measurement. Test-retest reliability indicates good stability of the scale and justifies further use of the scale for study purposes.