This study draws attention to the need for physical educators to be aware of the socio-psychological backgrounds of students and it indicates that positive experiences in physical education classes are not inherent outcomes of the program, but, need to be planned for. In other words, physical educators need to develop teaching strate gies which plan for improved self-esteem and encourage social interaction.This study took place in an Australian inner suburban secondary school. The physi cal education teachers were disturbed by the amount of conflict that existed among the girls (n = 23). They found that generally their attitudes toward movement experiences were negative. In an attempt to provide the teachers with some teaching strate gies which could be employed to minimize conflict and make physical education a valuable educational experience for the students, the researchers adopted the follow ing plan. Firstly, they drew up a profile of the class with regard to environmental background, social status, self-esteem, attitudes toward physical activity and selected components of physical fitness. The results from these measurements confirmed the suspected conflicts and ill-feelings that existed among the class and provided guide lines for stage two of the study. In this phase the researchers developed a Special Activity Program which attempted to plan for group cooperation and positive ex periences in physical activity in an effort to improve self-esteem and social inter action. The students expressed delight in the activities, especially the novel tasks and the teachers noticed some degree of improvement in class involvement and enthusiasm.Overall the study suggests the need to consider socio-psychological factors in the planning and teaching of physical education. The recommendations act as guidelines for future strategies.