Currently, the technical approach to curriculum and instruction in physical education is dominant. The key features of this approach are: the use of behavioral objectives in planning programs and instructional episodes; selection of subject matter and teaching strategies based on intended learning outcomes; and assessment of behavioral outcomes using measurement and quantification. An alternative to the technical perspective on physical education and instruction is an approach based on reflective practice. Two key ideas in this alternative approach are pedagogical work and educational praxis. Praxis refers to the inseparability of theory and practice. The notion of pedagogical work as praxis, in contrast to the objectives approach or blue-print conceptions of teaching, encourages teachers to be inventive and reflective. A praxis approach to pedagogical work is essentially a structured way of learning from experience; it is practice-based or practice-referenced. Two methods of promoting praxis and reflectivity in preservice and inservice teachers are the use of action research and the use of teacher journals. The four phases of the action research cycle are planning, acting, monitoring, and reflecting. The journals aim to move teachers toward praxis by assisting them to make sense of their work through critical appraisal of relevant literature within the context of their own experiences. (IAH)