Almost a fifth of all pupils at compulsory school level in Austria spend time in school outside classes, because they attend school day care. This service is organised in study periods, where pupils are assisted in doing their homework or in preparing for class, as well as free time activities, where pupils can choose between music, crafts and creativity or sports. If school-based free time can meet the developmental needs children and/or adolescents usually experience in their free time, remains unanswered in this paper. Its main focus are didactic issues, concerning the design of movement- and sports activities as a part of school day care. The interpretation of constructivist thought suggested within the framework of this paper constitutes its epistemological foundation. Additionally it encourages a shift in perspective with regards to learning and teaching: an understanding that views learners to be self-contained autopoietic, structurally linked, nontrivial systems, who elude simplistic ideas about the feasibility of instruction. Learning as a self-regulated process of adaptation requires emotionally and cognitively compatible content and teachers, whose task it is, to create settings that enhance learning possibilities through well-aimed perturbation. Self-regulation consequently necessitates the implementation of learner-didactics, where learners learn to reflect not only on their abilities and skills, but also on their role in the learning process.