The aim of the described project is to investigate how peer-feedback in combination with video-feedback affect students’ active engagement and enhanced, focussed learning of volleyball skills. in a physical education class at a Danish high school. A case study was carried out over a six-week period in the normal settings of a physical education class. 26 students (male=20, female=6) were paired with a peer, and each pair was handed a tablet computer. The students trained basic volleyball skills on the basis of instructional videos and task cards. Video-recordings were made of the students’ volleyball skills and the students provided feedback to their peers. Data included field notes, video-observations and semi structured group interviews in combination with stimulated recall. The data were then analysed using interpretative phenomenological analysis (IPA) in order to identify common themes and patterns in relation to the students’ learning. The identified themes were discussed in light of phenomenology of perception and in relation to sociocultural learning theory. The study shows that peer-feedback and video-feedback promotes the students’ reflection and the video recordings allow the students to aim their feedback and reflection at the tacit dimensions of the unconscious body. This leads to an insight into how students can develop their volleyball skills. The conclusion of the paper is that the students, through problem-solving and reflection, develop their volleyball skills.