This study explores how newly qualified physical education (PE) teachers experience the meaning offeedback through reflections on their assessment practices.We focus on the use, purpose, and contentof feedback in PE practice. Assessment practices in PE have generally been used for grading purposes,often with little connection to the preceding teaching and learning. The educational quality offeedback depends on teachers’ knowledge of what is supposed to be learned and how learners understandwhat they are supposed to know. Hence, it is important to investigate whether and how PEteacher education (PETE) prepares pre-service teachers for their professional work with feedbackin PE. Individual stimulated recall interviews, a focus group interview and individual interviews witheight newly qualified teacherswere conducted, and the datawas analysed through a phenomenographicapproach. The findings reveal that feedback is experienced in various ways, some comprising contentthat helps students learnwhat is supposed to be learned. Otherways of experiencing feedback generatecontent that does not relate to any intended learning goal other than being physically active in the hereand now. The findings are discussed in relation to Hattie and Timperley’s (2007) model of feedback aswell as in relation to PETE and the significance of providing possibilities for future teachers tolearn about the ways in which feedback can be educationally worthwhile.