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To plan effective interventions to encourage children's physical activity, there is a need of a detailed knowledge of the field. Although a number of studies have examined the movement practices of primary school children there is a lack of knowledge about "how" children move. This study provides an insight into children's movement practices through an ethnographic approach. The daily movement routines of 26 children in an inter-year group of learners in a primary school were explored for approximately a year by participant observation, interviews and videography. The study shows that their movement practices were characterised by certain action types: exploring, exercising, training, playing games with something, playing games as something and playing games to compete for something. These action types occurred in different manifestations, which represented a diversity of forms of orientation and sense-making strategies. On the basis of this knowledge, the following suggestions for interventions were made. Children need: an inspiring environment to explore; occasions and support for developing essential skills and abilities; to be familiarized with manifold forms of movement. Finally, interventions should encompass activities that can be progressed into their daily routine. [ABSTRACT FROM AUTHOR]