Physical education should have a powerful and positive impact on students' ability and desire to be physically active for a lifetime. Increasing physical activity continues to be a national priority because of the positive physical and mental health benefits associated with an active lifestyle (Pangrazi & Beighle, 2010). To promote these benefits, the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) developed new strategies to incorporate health-related fitness components and lifetime physical activities into physical education programs (NASPE, 2004; U.S. Department of Health and Human Services, 2008). The Centers for Disease Control and Prevention (2009) suggests that an active lifestyle during childhood and adolescence can play an important role in optimizing growth and development. Various types of aerobic (Zumba, hiphop dance, inline skating, etc.) and anaerobic (resistance training, power training, etc.) activities may be safely implemented in an elementary physical education class. One activity that involves safe resistance training and is equally beneficial for students in healthy or poor physical conditions is plyometric training, which may be a new "concept" for students. Evidence indicates that, when safely implemented, plyometric training can improve muscle strength, muscle power, bone strength, speed, balance, agility, and sports performance (de Villareal, Requenaa & Newton, 2010). Plyometric training can also encourage critical-thinking and problem-solving skills while creating a more positive attitude toward physical fitness (Chu, Faigenbaum, & Falkel, 2006). Plyometric training enables a muscle to reach maximum strength in as short a time as possible. "Plyo-Play" was designed by Donald Chu to promote safe plyometric activities for children. Using "Plyo-Play" guidelines and activities, a plyometric training unit was implemented in two sixth-grade physical education classes. This article describes plyometric history, safe practices for plyometric activities, and how the unit was implemented to include cognitive and affective integration for physical educators interested in implementing "Plyo-Play" activities in their classes.