<p>In physical education, students are particularly exposed due to the public nature of classroom activities. Associated possible social judgement by classmates can influence the emotional experiences of physical education. Positive social relationships that create a&#xa0;safe environment for learners seem indispensable. In the present study, the connection between the quality of social relationships and emotional experiences in exposed physical education phases was investigated. A&#xa0;total of <i>N</i> <i>=</i> 82&#xa0;students from four classes in grades five to seven took part in the study (<i>M</i> = 11.65, <i>SD</i> = 0.91, 56.1% female). Student-questionnaires were used to assess the quality of teacher-student relationship and the quality of peer relationships. Exposure was assessed for a&#xa0;total of 36&#xa0;single teaching phases from twelve physical education lessons based on a&#xa0;codingsystem of observational data. In addition, the students reported on their emotional experiences (satisfaction, joy, anger/annoyance) for each phase of the lessons. Multi-level analyses show that greater exposure is associated with less satisfaction and joy and more anger/annoyance. Favorable social relationships, on the other hand, have a&#xa0;positive effect on the emotional experiences. A&#xa0;positive relationship with the teacher moderates the correlation between exposure and emotional experiences in the sense that even with greater exposure, more joy and less anger/annoyance are experienced. The results emphasize the importance of relationship-qualities in physical education and point to the need to consider exposure in lesson design.</p>