Today, teachers complain about the lack of physical education time and the lack of physical education programming. In addition, a great deal of time is spent advocating the relationship between "healthy mind-healthy body." Today's drive to show a relationship between physical fitness/activity and academic achievement is really not different than that advocated by Dr. Dudley Sargent, a pioneer of physical education, over a hundred years ago. So the "takeaway" is that physical education beliefs have remained strikingly similar throughout the history of American physical education. The author argues that to make schools active and healthy requires making a lot of small changes. It is time to keep positive practices and supplement them with new ideas, instruction, and models. Physical activity and health must be used as outcomes for program accountability. It is time to stop pursuing fitness and skill development as accountability measures. After 60 years of demonstrating a lack of improvement and even declining health among students and adults, the author asserts that these are unachievable outcomes. In this paper, the author discusses the ever-changing face of physical education and explores how the profession has changed its focus of curriculum, instruction and accountability over the past 150 years with regular moves from one trend to the next. He suggests that teachers refocus their professional outcomes and measure behaviors and knowledge that really matter. He points out that teachers teach fitness and skills as instructional outcomes and use activity and healthy eating as "authentic assessment outcomes" that are achievable.