This is an investigation of the motivational climate generated in games lessons taught by three experienced, specialist physical education (PE) teachers using a tactical games approach (Games Concept Approach, GCA). The pupils' personal motives for participation in the units were also explored. Three PE specialists were purposefully selected to teach one of three games units, each from a different games category: (a) territorial/invasion (soccer), (b) net/barrier (volleyball), or (c) striking/fielding (tee-ball). In all, data were collected from 115 pupils aged between 11 and 13 years of age (Grade 5/6) in three different elementary schools. Results showed evidence of a strong mastery and moderate performance climate overall, and these results are consistent for the three classes and for both boys and girls. However, MANOVA did find teacher/game differences in the pupils' personal participation motives in terms of "energy release". Although boys responded more positively to "learning skills/concepts", "status/recognition" and "energy release", there was no overall difference for gender. Pupils identified success, learning and affiliation as the most significant personal motives for participation in their GCA lessons. The results support the GCA (a tactical games-teaching approach) as appropriate pedagogy generating motivational experiences in elementary school physical education and focusing children's motives for participation across games categories. (Contains 2 tables, 1 note, and 1 footnote.)