The current educational reform movement is full of proposals for improving schools. Physical education is not immune to these reform efforts as new pedagogical strategies and curricular frameworks are proposed. Many of the proposals that have been put forth are excellent, but proposing change is easier than implementing change. To promote change in one's physical education program, one must find ways to address one's colleagues' needs in the change process. The first factor to consider is to judge new ideas based on an ethic of practicality (Doyle & Ponder, 1977). Doyle and Ponder (1977) suggest that there are three criteria that form the basis of practicality: instrumentality, congruence, and cost (in time and effort). In this article, the author considers these criteria, using the example of a curricular change to the fitness curriculum that one would like to submit to colleagues.