This paper examines the philosophic basis of "play" in physical education. The discussion considers: (1) current and historical perspectives of "play" in physical education; (2) why physical educators have an aversion to any "play" in their classrooms; and (3) the immediate need for the play-directed experience to be the cornerstone of physical education. It is shown that while the concept of play is antithetical to many physical educators, connoting unproductiveness and limited learning possibilities, play should be a vital part of physical education as well as all motor learning experiences because play is the basis for skill acquisition. (JD)