It is often assumed that certain types of physical activity may produce more positive transfer for cognitive performance involving memory, perception, math, and verbal skills. Although human studies examining differing activity characteristics have not found differences among resistance/circuit training, perceptual-motor training, aerobic training and an overall physical education program, animal research (Black et al., 1990) has shown differences between aerobic and acrobatic exercise. Rats that were given acrobatic exercise (i.e., trial and error learning to traverse a maze) had the most widespread changes in brain structure (increases in capillaries and synapses). Aerobic exercise simple produced an increase in capillaries. This research suggests that activities that involve problem solving (e.g., orienteering or running to points on a map with the aid of a compass) might be particularly useful in developing cognitive skills that will readily transfer to other areas of the school curriculum. The recent literature in the field of physical education is replete with examples of activities designed for these purposes. For example, Landers et al. (2001) suggest that from playing with hoops, children can learn several fundamentals of physics: the principles of centrifugal and centripetal forces, momentum, and inertia. Physical education programs in England focus on students? problem solving (trial and error) in learning team strategies to guard or block an opponent. If carefully designed, many activities within the physical education program can provide an opportunity to teach one or more reasoning skills. Children can learn the importance of accuracy by using a tape measure to assess broad-jump performance, their height, or the circumference of their flexed biceps. They can then chart their progress on these and other measures so that they can learn the power of graphical representation. In the absence of human experimental research in this area of study, this presentation will provide case study or pilot test examples of physical education lessons designed to enhance childrens? cognitive skills. Some suggestions for the design of future research will also be provided.