Achievement goal theory was used as a theoretical framework to identify motivational climates in second- and fourth-grade physical education classes. Findings indicated that the motivational climate was a blending of the mastery and performance approaches, with teachers providing a variety of meaningful activities, recognizing and evaluating students on effort/mastery, and using heterogeneous grouping (characteristics of mastery climate), but also evaluated students publicly and seldom allowed student choice (performance climate). (Author/KB)