An area of concern for physical education teachers is the motivation of students to participate in physical activities or sport. Motivation for involvement in physical education is clearly a concern for physical education teachers. Although, motivation has been studied for over thirty years in classroom or competitive sport settings, there is a deficiency of research relating to motivation for participation in school physical education. However, the purpose of this was to investigate the effects of teaching model with Attention, Relevance, Confidence, and Satisfaction (ARCS) on physical fitness levels and fitness knowledge of third and fourth grade students in elementary physical education. There were 211 students which included two treatment groups of 57 third and 60 fourth grade students and two control groups of 48 third and 46 fourth grade students. All students completed ARCS Questionnaire and assessment of physical fitness in the pre-test and post-test. The students in the treatment group received an intervention of teaching model with ARCS in teaching physical education, and the students in the control group did not. After an intervention of teaching model with ARCS in teaching physical education, the students' levels of physical fitness and knowledge in the treatment groups were not only significantly improved from pre-test to post-test (t=-7.47 & -10.78, P< .0001) after the intervention, but also significantly higher than the students in the control group (t=2.12 & 9.66, P< .05). The results revealed that A, C, and S of the students in the treatment group had significantly higher scores than the control group in Physical Education classes after the intervention (t=2.08; 3.08; 2.41, p< .05), but no significant difference between them in the pre-test. Further, the results pointed out significantly higher scores on A, C, and S of the students in the treatment after intervention of teaching model with ARCS in teaching physical education. The results also demonstrated a significantly positive correlation between A, R, C, and S. According to the results from the regression model, the factor of attention and satisfaction in teaching PE were major components of success for the students' level of physical fitness and knowledge in PE classes. Finally, the changes occurring for the treatment group in this intervention using health-related fitness education lessons are encouraging after the intervention of ARCS teaching model. Keyword(s): exercise/fitness, high school issues