The process of effective teaching--teaching that directly leads to student learning of standards-based content--is tenuous at best and easily disrupted by contextual and behavioral factors. In this commentary, I discuss the role of student support and mediation in teacher effectiveness and curricular reform. The most vocal students in physical education classes appear to thrive in the current multiactivity, recreation-oriented sport culture that dominates many U.S. physical education programs. They expect lessons with minimal skill and tactical instruction and with maximum opportunities to play ball. I also comment on Ward's emphasis on the value of content-rich definitions of teaching effectiveness and argue for additional disciplinary-based, concept-rich cognitive outcomes for physical education to complement and enrich skill, sport, and physical activity performance. I lend my voice to Rink's call for comprehensive measures of teacher accountability as the most critical next step in physical education reform. I conclude by contesting McKenzie and Lounsbery's accusation of "muddled goals" in physical education. Although physical education advocates may present diverse content perspectives," student learning" is the primary goal of physical education.