The aim of this thesis was to investigate how peer feedback in a combination with videofeedback would affect students’ reflections and the influence of these reflections on the learning outcome of technical skills in volleyball. The study was carried out as a casestudy in a physical education class on a Danish highschool. 26 students (female = 6, male = 20) were paired with a peer, and each pair was handed an iPad with instructional videos of some basic volleyballskills. On the basis of the instructional videos, a form of taskcards (Iserbyt & Byra, 2013) and videorecordings of the students’ volleyballskills, the students should provide feedback to their peers. The study was carried out over four lessons in the normal settings of a physical education class. During the lessons data were collected through participant observation (Launsø & Rieper, 2005) in the form of videoobservations (Szulevicz, 2015). After the four lessons, two semi-structured groupinterviews (Kvale & Brinkmann, 2009), in combination with a Stimulated Recall Process (Vesterinen, Toom, & Patrikainen, 2010), were carried out with 3 (female = 2, male = 1) and 4 (female = 2, male = 2) students. The data were analysed by interpretative phenomenological analysis (Smith & Osborn, 2008) in order to identify common themes and patterns in relation to the students’ reflections. The identified themes were discussed in the light of phenomenology of perception (Merleau-Ponty, 2009) and in relation to John Dewey’s theory of Reflective thinking (Dewey, 2009) and Donald Schön’s theory of The reflective practitioner (Schön, 1983). The study shows that peerfeedback in combination with videofeedback promotes the students’ reflections. The reflection is expressed verbally through a dialogue among the peers concerning the students’ volleyball drills. The videorecordings allow the students to aim their reflections at the tacit dimensions (Polanyi, 1966) of the unconscius actual body. This leads to an insight in how the students can develop their volleyballskills, which over time can be incorporated in the habitual body (Merleau-Ponty, 2009). The conclusion of the thesis is that peerfeedback in combination with videofeedback sets the scene for a teaching environment where the students through problemsolving and reflection develop their volleyballskills.