The purposes of this review were to find out relationships between intrinsic motivation and task-orientation, to understand how relative evaluation influences learners, and to explore the ways to apply these concepts in college physical education. One of the important purposes of teaching physical education is to help learners actively and consistently participate in school physical education and in physical activities after school ages. Therefore, school physical education should aim at not only learners’ psychomotor and cognitive changes but also affective changes, since learners’ affective changes are more likely to lead learners to active life than psychomotor and cognitive changes are. Intrinsic motivation has been well known as a critical mediator for students’ achievement in school. Likewise, it has been recognized that achievement goal orientation plays an important role in students’ learning. In addition, positive relationships between these two concepts have been indicated in a couple of studies. By the time that students’ affective changes, such as attitudinal and motivational changes, have been emphasized in school physical education, review of practical and feasible ways to apply these concepts in Korean college physical education leads college students to successful achievement like active participation in physical education class and consistent participation in physical activities after college ages.