The traditional knowledge categories, declarative and procedural, are discussed as they relate to the central phenomenon of the field of study, physical activity. The independence of these knowledge categories appears to be dissipating in the light of contemporary analysis of knowledge in a variety of contexts. Furthermore, there is not an isomorphic relation between knowledge types and focuses of physical activity degree programs, whether the degree is labeled disciplinary, professional, or performance. Each programmatic thrust in physical activity uses each knowledge category to some greater or lesser extent. There needs to be a stronger emphasis on the balance of knowledge types in developing undergraduate-degree core programs and on the promotion of broad-based study of physical activity in higher education.