In the UK, nearly one-third of children aged 2–15 years are failing to engage in sufficient physical activity (PA). Associated interventions are historically rationalized from adult perspectives. This study aimed to empower children as participants in the research process and experts of their own experience in an endeavour to inform activity intervention. Specifically, the place of social capital in facilitating PA was explored. One hundred and thirteen participants aged 5–10 years drew themselves being physically active and were interviewed about their pictures. An adapted critical visual methodology framework and descriptive narrative was used to explore relational aspects of content and meaning in generated data. The study found social capital formed an essential basis for participation in PA and that key social influencers shifted from family to peers between the ages of 5 and 7 years. It is argued that schools could develop PA opportunities through the positive manipulation of social relationships.