Daniels (1994) defines literature circles as small groups of students reading the same text(s) on the same topic. Literature circles have been linked to valued outcomes, such as helping students reach a clearer understanding of themselves and others; collaborative learning fosters true inquiry in small, student-centered discussion groups that encourage high-order thinking activities (Daniels, 1994). Simply giving students "busy-work" on a rainy day does not have the same value as a literature circle in helping physical educators achieve national standards. Since literature circles are generally units associated with core subjects, physical educators can work with classroom educators for advice in getting a unit started or on integrating a unit. Physical educators will find that literature circles are useful alternatives whenever actual physical activity or sport is not possible. Literature circles reinforce cooperation and empathy among the students; reinforce physical education concepts; cultivate further interest in reading; and, encourage students to participate in the sport and physical activities of the "heroes" they read about, outside of the classroom. (Contains 4 tables.)