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In recent years, the roles of cognitive and emotional processes in student demoralization have become important research topics. Drawing from the educational and sport psychology research literature, this paper (a) presents an attributional analysis of chronic failure experiences in physical education settings, (b) identifies and describes two important antecedents of student demoralization; namely, the competitive achievement structures of our traditional school systems and reactive teaching behaviors, and (c) outlines equity teaching approaches, proactive teaching styles, and reattribution training as potential remedies for chronic student failure experiences. The suggestion is made that teachers of physical education need to be sensitized to attribution theory if they are to fully understand both the adaptive and maladaptive implications of their own teaching behaviors, and that they should enhance the motivation of all students, not just those who currently excel.