Two studies examined the predictive value of achievement goals on the investment in learning a sport task. Ss were aged 13-15 yrs and attended schools in northern France. In Study 1, 57 Ss prepared themselves for a sport task with a 5-min period of training. In Study 2, 99 Ss prepared themselves with a 5-min period of training after prior failure. Results of Study 1 show that Ss who were ego-involved with a low perceived ability had a weaker investment in the training situation than Ss ego-involved with a high perceived ability, or Ss task-involved regardless of their perceived ability. Ego-involved Ss used an attributional bias to minimize the effect of effort on performance. Study 2 confirmed these results by underlining the motivational deficits of ego involvement for those with a low perceived ability. Pupils with high ego involvement in a sport task and low perceived ability show motivational deficits which manifest themselves in less time spent on practicing a task. A social-cognitive and expectancy-value perspective appears to be valid for the study of motivational processes in school physical education.