Designed for practitioners and researchers, this book attempts to show how ideas found in research can help to improve practice. The book takes the novel approach of presenting the contrasting perspectives of the two authors; Locke a noted researcher, and Lambdin an experienced practitioner. Each author attempts to draw practical implications for elementary physical education from 30 previously published studies.

The book is organized into 10 parts; each addresses issues that the authors believe have impacted upon the effectiveness of elementary physical education teaching. Within these parts, topics include the effect of class size and equipment on learning; classroom management techniques; teaching strategies; children's perspectives of the physical education experience; physical education teachers perspectives of teaching; assessment; the long-term impact of physical education on children's lives, and more. Although the authors attempt to present a concise summary of often ponderous research details, it is their personal reflections and practical implications that readers will find most interesting. Often these implications confirm already widely held beliefs about the challenges currently facing elementary children's physical education. Similar to the conclusions of the original research authors themselves, readers may be left readily agreeing about what needs to be done yet feeling at a loss as to a course of action likely to have significant impact.

At the conclusion of the book Locke and Lambdin urge readers to devise their own action plans for improving elementary physical education, emphasizing that change depends on our actions - our personal willingness to make things happen. They emphasize that the uniqueness of each teaching environment demands that practitioners have to decide for themselves what ideas will work for them. In view of the resistance to change demonstrated by generations of university trained physical education teachers, cynics might question whether additional encouragement to reflect could possibly have any impact. And yet change is occurring. We continue to see positive examples that give us hope for physical education's future. The advice of this book is to stay motivated and recognize that we are individually capable and indeed personally responsible for changing elementary physical education.

Locke and Lambdin's book is not a quick read. It does not - like so many of today's publications - offer quick fixes or 50 ways to do something faster and better. It is a book best read in small doses with time taken to reflect on current practices. For teacher educators, readings in this book confirm many of the principles already a part of undergraduate professional preparation. For physical educators in professional preparation or currently teaching who want to improve, this book offers valuable insights into the characteristics of effective teaching strategies and quality physical education programs. The book would also be an excellent supplementary text for a graduate level pedagogy class.

Reading this book reminded me of comments made by others, who in summarizing the history of research in physical education concluded that despite a vast amount of study so little has changed in practice. In comparison to the world of science, technology, and medicine physical education today is little different than it was 20 years ago. It is perhaps timely that Locke and Lambdin have taken this step to force reflection on some of our research. We can only hope that it will inspire today's researchers to reflect upon the lack of practical impact of too many studies destined to end up in unread thesis and dissertations or marginal research journals.

Locke and Lambdin should be commended for their efforts to discuss and reflect upon the practical implications of scholarly research. Many of us anticipate with interest perhaps a forthcoming companion text that addresses issues in middle and high school physical education.

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