The importance of Social and Emotional Learning (SEL) has been widely studied and its impact on the holistic development of youth is indisputable. The teaching of social and emotional skills through Physical Education (PE) is a pertinent context though it remains an under-explored domain. This study aims to address the gap by offering insights into the educational process of implementing a socio-emotional skills intervention programme in PE, encompassing socio-emotional competencies of impulse control, effective communication, empathy and behaviour management. The study was conducted using a qualitative action research case study approach. Data was collected from researcher’s journal as well as semi-structured interviews with PE teachers and pupils. Results from inductive content analysis revealed that Social and Emotional skills, like motor skills, had to be explicitly taught, modelled and practised in order for mastery to occur. In addition, facilitative teaching styles with an affective focus enhanced the teacher-pupil relationship and led to pupils’ perception of a positive school experience. Finally, this study also shed some light on the need for adequate support in teachers’ pedagogical knowledge, resources and training in carrying out a SEL curriculum effectively.