The purpose of this study was to examine the differences between preservice classroom and physical
education teachers ability to implement a motivational climate. A total of 51 preservice teachers
were enrolled in an elementary physical education methods course for (a) classroom teachers or (b)
physical education specialists. Data were collected using a systematic observation instrument during
their course field experience. Analysis of data utilized a one-way MANOVA with follow-up univariate
ANOVAs to examine group differences. Results indicated that preservice physical education teachers
were significantly more able to apply principles that developed a positive motivational climate.