Physical educators at all levels have observed learners in a school-based physical education setting as well as physical activity or sport settings outside of organized school curricula demonstrating behaviors deemed inappropriate or inconsistent with professional standards. Because sport is such a public, social, and international phenomenon, students have many opportunities to observe amateur, recreational, and professional athletes competing in countless sports in their neighborhoods, at their schools, and across the globe. Unfortunately, sport participants do not always demonstrate social behaviors that are consistent with desired physical education learning outcomes. One of the outcomes at risk is that students may be learning "bad habits" or anti-social behaviors from the so-called role models they observe. Physical educators have a responsibility to intentionally incorporate appropriate affective qualities and behaviors as part of their teaching objectives and learning outcomes. Teaching to the affective domain directly aligns with two of the National Standards for Physical Education (NASPE): (1) Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings; and (2) Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. This article promotes teaching to the affective domain and provides physical educators with strategies for implementation. (Contains 3 figures.)