Educational intervention is often very slow to take advantage of theoretical progress made in the field of psychology. Over the last twenty years, numerous studies have been carried out on the structure of physical self-concept and its relationship with many different behaviors (eating disorders, healthy habits, etc.) which have prompted a great deal of social interest, as well as a demand for criteria, guidelines and resources, not only in formal educational contexts but also in other non-formal and informal ones. This paper aims to establish a series of psychoeducational principles based on a review of new knowledge on physical self-perception: a) its multidimensional nature; b) its relationship with physical activity; c) its association with healthy habits; d) its susceptibility to socio-cultural influences; e) differences in the perceived physical self in accordance with age and gender. Based on these psychoeducational principles, the paper also reviews the most common educational programs aimed at improving self-concept and offers a number of suggestions and guidelines for intervention.