This chapter explores how motivational climates based on Achievement Goal Theory impact student motivation in physical education (PE). In a task-oriented climate, students are encouraged to focus on individual improvement and personal goals. Such a climate is associated with adaptive outcomes, including higher enjoyment and positive attitudes, as it enhances the satisfaction of basic psychological needs (BPN) for autonomy, competence, and relatedness. Conversely, an ego-oriented climate emphasizes competition and comparison, often resulting in amotivation and anxiety, especially among less skilled students. This type of climate increases BPN frustration by pressuring students to meet external standards and outperform their peers. Additionally, this chapter reviews studies on the combined impact of both climates, suggesting that PE teachers may use varying levels of task- and ego-oriented climates in their interactions with students. For instance, an optimal combination can promote healthy competition without undermining individual progress. However, an excessive or predominant ego-oriented climate may lead students toward a maladaptive motivational process. Finally, this chapter proposes future research directions, including exploring how motivational climates vary across cultural contexts, the influence of technology and gamification on these climates, and strategies for addressing diverse student needs in PE lessons.