The purpose of this article is to critically apply the mastery TARGET structures (task, authority, recognition, grouping, evaluation and time) to the cooperative learning (CL) model in physical education. The premise is that the TARGET structures are highly applicable to the CL model and that combining both approaches will optimize student motivation and inclusion in physical education. The structure of the article follows the TARGET acronym and identifies how implementing each of the mastery TARGET structures could potentially enhance the motivational climate associated with the CL model for all students. The key elements of CL (positive interdependence, individual accountability, face-to-face interaction, interpersonal and small-group skills, and group processing) have close links to several of the TARGET structures, and these are critically explored. It is anticipated that this article could be used to further enrich the CL model and to open up new avenues of research that combine TARGET and cooperative learning.