This paper has undertook prior inspection via survey by dividing grade 5 elementary school students into experimental group A and B each comprised of 30 subjects receiving mental training and physical training respectively and control group C also of 30 subjects to look into the influences of mental training it might have on their achievement motivation. They were subjected to eight weeks of the program, each of 15 minutes duration three times per week, then instructed to complete another identical survey. As a result of conducting the surveys on experimental group A, B and control group C to determine the magnitude of changes in their achievement motivation, the following conclusions have been obtained. First of all, the achievement motivation in both of the experimental groups A and B had shown an increase in the value by mean 19.70 (p<.01) and 11.33(p<.05) respectively. The control group had shown .13 of increase, indicating that group A had the greatest increment of change. The values of change in achievement motivation in both group A and B were statistically significant. Secondly, as for achievement motivation improvement as per sex, the males in group A who undertook mental training had shown 32.3 (p<.01) of improvement while those in group B who undertook physical training had shown 20.73(p<.01). Control group C had an improvement of 14.87. The women in group A had an improvement of mean 7.2, those who were in group B had an improvement of 1.93 and those in Control group C had an unanticipated decrease in the value. Thirdly, by observing the changes of subcategories of achievement motivation between the samples, future orientation in group A had an increase of mean 5.87(p<.01), self-confidence in group A and B showed 4.67 (p<.05) and 4.13(p<.01) increase respectively. Changes in the level of responsibility in all groups were insignificant; adventurousness in the mental training sample had 2.47(p<.01) increase while the physical training sample showed 1.70(p<.05) and challenging spirit in the mental and physical training sample has shown 2.47 (p<.01) and 1.70(p<.05) respectively, all of which were significant. As a conclusion, both music rope skipping mental training and physical training were effective in that they have shown significant increases in achievement motivation compared with the control group. Mental training had a marked difference to be specific than physical training, which was seen vividly in male groups.