A more significant observation to make is that in contemporary North American society it is obvious that equality has not been realized through gender-differentiated physical education programs. In addition to the prima facie case against sex segregation in physical education there are strong considerations that favor sex integration. Granted that some physiological differences between the sexes are relevant for the sports performance of equally well trained world class competitors, there are several points more salient for physical education. A physical education program designed to include only or mostly activities favoring one of the sexes would be a poor program. Those who favor sex-segregated classes or a gender-differentiated physical education curriculum acknowledge many of the points raised by integra-tionists, but still remain unconvinced of the desirability of coeducational programs. In elementary school less reification of gender differences has occurred and the creation of a concrete alternative model of coeducational physical activities should be relatively successful.