The drop off in physical activity (PA) for children has led to an increased focus on their PA engagement, due to the poor health outcomes often linked to this decline. Subsequently, stakeholders, across a variety of fields, have problematised and intervened in activity settings to address this decline. Many of these studies acknowledge high levels of activity in the primary years and tend to prioritise their efforts on the adolescent years. An important limitation in these studies is that they greatly overlook how a decline might also be related to children's physical engagement in early childhood. To gain more insight on the role that early PA engagement may play in long-term PA participation, this paper examines early physical engagement through a focus on year one/ two students across three PA spacesthe home, the physical education (PE) class and the playground. Data was collected through a range of ethnographic and child-centred methods and examined using a Bourdieusian lens. This analysis shows that engagement in PA starts as a confluence between the physically active habitus, sport-focused PE and the sportised playground, which produces different patterns of engagement. This paper offers an in-depth examination of this process across the three spaces and identifies how these outcomes become habitualised over the course of primary school, which may play a role in affecting long-term participation. The paper concludes with a call for a more democratised approach to early primary PE, along with accompanying changes to the playground.

Capturing the moment: Understanding embodied interactions in early primary physical educationBackground: Several studies demonstrate the benefits of understanding explicit and tacit embodied interactions in physical education (PE). However, there is little research that explores the embodied interactions that occur in early primary PE classes (years 1 and 2), where children (are socialized to) embody various body values, attitudes and stigma. We adopted a micro-sociological approach to examine the embodied interactions of a group of early primary school children.The study provides new insight into how primary age children embody the world around them in their PE interactions and the impact this embodiment has on them and on their peers. Purpose: Using a micro-sociological approach, the aim of this study was to examine the embodied interactions of a group of year 1 and 2 children (ages 6-8) in PE classes. Participants and settings: The study was conducted at a public primary school in Australia over a six-month period. The lessons were filmed by the lead author, yielding a total of 12 hours and 21 minutes of footage. Observer XT, a systematic observation program, was utilized to aid in the coding, management and analysis of observational data, allowing for the creation of multiple coding schemes. Findings: The findings highlighted two distinct themes. First, competition, which involved the constant comparison of performance between the children. Second, skill mastery, which involved the children engaging in acts that displayed their advanced understanding of how to perform certain skills. While the emphasis on competition and skill mastery has been echoed across PE literature, this study showed how those with the most cultural resources (sport experience and physical capital) were able to embody these goals to produce high levels of emotional energy during Interactional Rituals. The findings also indicated the pedagogical implications of these micromoments. The implementation of an approach characterized by a lack of differentiation and minimal teacher intervention created an environment ripe for embodied engagement in competition and skill mastery. Implications: The microsociological approach provided a unique insight into how primary age children are embodying the world around them in their PE interactions and the impact this embodiment is having on themselves and their peers. This approach also provides insight into the pedagogical implications of this embodiment, and highlights the need for more creative and/or student-centered pedagogies in primary PE.

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