The purpose of this master’s thesis was to investigate a series of lessons, which implemented video modeling and peer feedback in physical education for Danish Gymnasium students, intending to develop and improve the pedagogical practice. The background for doing so was the Danish educational reform, formulated in 2017, which introduced digital learning goals as well as established physical education as an examination subject in the ‘gymnasium’. This subsequently led to higher attention being paid to the student’s abilities in physical education, while also requiring better possibilities for their learning. Through a State of the Art literature review of the use of digital tools in physical education, we identified video modeling, and peer feedback as promising tools, but also a lack of attention to students’ learning in the course of utilizing such tools. Accordingly, and based on the design of action learning and pragmatism as the theory of science, we developed a series of lessons utilizing a combination of video modeling and peer feedback to improve students’ acquisition of badminton skills. Further, we investigated the students’ experiences of these lessons through observations and focus group interviews. The collected data were analyzed, using thematic analysis, which led to the identification of the following themes: Video modeling as an experience, Peer feedback as an experience, Didactic challenges and experiences, and Suggestions for development of practice. Subsequently, the results were discussed with the studies identified through the State of the Art literature review, which pointed to the strengths and limitations of this thesis. We concluded that the modeling videos should be developed by the teacher so that the teacher acts as the expert model. Furthermore, the students should be supported in supplying peer feedback to each other, either by providing focus points on a worksheet or by teaching the students how to provide feedback, through an introductory course. The study could benefit from additional cycles through the action learning phases, by expanding the duration of the physical education course. In that way, it will be possible to experience the effect of changes in the practice. Future studies, regarding physical education in Danish Gymnasiums, should therefore take these conclusions into consideration when developing their methodology.