PURPOSE: This study was to investigate the effects of TGfU and ARCS motivational model using tennis table on student’s attention, relevance, confidence and satisfaction of learning motivation. METHODS: The participants were twenty-six 6th graders (Boys = 15; Girls = 11) of an elementary school from Taipei city. The six phases of TGfU were integrated into ARCS motivational model as teaching strategies and implemented for fourteen lessons in 7 weeks, 40minutes per lesson. Pre-and posttest using ARCS learning motivational scale were administered to the participants. The data were analyzed statistically by paired sample t-test. RESULTS: Attention (t = -3.90，p< .05), relevance, (t = -1.73, p> .05)，confidence (t = -.30, p> .05)，satisfaction (t = -2.49，p< .05)，learning motivation (t = -4.23，p< .05). Significant differences were found in attention, satisfaction, and learning motivation, but relevance and confidence were not significantly different. The findings indicated that combined application of TGfU and ARCS motivational model enhanced student’s learning motivation. It was suggested that PE teaching should gear to principle of relevancy and simplicity, and emphasize on student’s individual motivation need and successful experience.