The word "play" has been characterized across a full continuum of meanings, from valued release time and recess to an essentially unimportant function of the school day that is lacking in purpose. The value of physical activity in our social and educational system has been questioned to the point that many schools are looking to eliminate physical engagement activities. The threat to reduce or eliminate activity opportunities may continue, unless a connection can be established between the academic achievement and the physical development of the child. Advocates of physical engagement have known for years that movement enhances learning, but what has been missing is the research to support this belief. An increase in brain research now provides a definitive link connecting movement with enhanced learning. The purpose of this article is to examine the relationship between physical engagement and the development of the mind-body connection. Practical applications will be provided that can be used to enhance teaching and learning in the physical and classroom environment.