This study examined relationships among pupils’ perceptions of task-involving and ego-involving climates in their physical education (PE) classes and perceived teacher’s strategies to sustain discipline. The Learning and Performance Oriented Physical Education Classes Questionnaire and the Strategies to Sustain Discipline Scale were completed by 488 pupils aged 12–14 years. Canonical correlation analysis revealed a positive association between pupils’ perceived task-involving climate and theirperceptions of teaching strategies promoting pupils’ internal locus of causality for the regulation of disciplined behaviour. On the other hand, the perception of an ego-involving climate was linked with the promotion of an external locus of causality. Moreover, different combinations of perceived climate were associated with perceived teaching strategies to keep discipline. The perception of a teacher emphasizing more internalized reasons for discipline was stronger among pupils perceiving a high task-involving PE climate, regardless of their perceptions of the salience of a prevailing ego climate.The results have implications for teachers wishing to maximize pupil involvement and discipline in PE classes.
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