The concept of participation has always been one of the central themes in educational work. However, it is hardly possible to speak of a pronounced culture of participation in all-day schools. Against this background, the model of democratic participation is expanded to include the model of pedagogical participation and is related to the specific conditions of movement, play, and sports offerings in open all-day primary schools. A qualitative study was able to identify specific framework conditions and concrete places for promoting participation. The empirical results describe a wide, situation-related spectrum of participation promotion between external, joint, and self-determination.