The importance of using rubrics as an assessment tool has been well established. Rubrics communicate to students what is expected of them, scaffold learning, provide feedback to students and teachers concerning the teaching-learning process, and allow teachers and students to self- and peer-assess. They also help teachers evaluate consistently and fairly the product of student learning, as well as the process and progress, thus increasing accountability for teaching and learning. Rubrics also support the development of higher-level critical thinking skills in students. Given the importance of assessment and documenting student learning through the use of rubrics in physical education, it is essential that physical education teacher candidates understand how rubrics work, how to create and administer them, and how to use the information that rubrics generate to inform their teaching and modify subsequent instruction. The intent of this article is to offer a few useful and effective pedagogical approaches based on students' personal interests and preferences, sense of enjoyment, and challenge to make their learning experiences more personally relevant and rewarding.