The purpose of this study was to examine a motivational model that integrated achievement goal theory (Ames, 1992; Nicholls, 1989) and self-determination theory (Deci and Ryan, 1985, 1991; Vallerand, 1997). The study method was a questionnaire for university students (N=133) who had not participated in sports activity during their time at high school. Results of confirmatory factor analyses to test the factor structure of the motivational climate (task-involving climate, ego-involving climate), psychological needs (needs for autonomy, relatedness and competence) and intrinsic motivation supported the validity of these factor models. The results of structural equation modeling to test the sequence: motivational climate → psychological needs → intrinsic motivation → exercise participation supported the validity of the sequence model. The model showed that a task-involving climate predicts psychological needs while an ego-involving climate does not, and that psychological needs predict intrinsic motivation, and intrinsic motivation predicts exercise participation. Thus it was suggested that (1) a direct factor in promoting exercise participation of university students is intrinsic motivation in physical education classes while at high school, (2) a mediator promoting intrinsic motivation is fulfillment of psychological needs (autonomy, relatedness and competence), and (3) the factor for fulfilling psychological needs is a task-involving climate in physical education classes while at high school.