The research based on the analysis of pedagogical feedback is not recent (Magill, 1994) and some authors consider this type of investigation very important to control the learning process. The aim of this study was to analyse the feedback according to the different level of teachers’ experience on physical education. The sample was composed by four physical education teachers, two with less then five years of experience and two with more then five year of experience. We observe two sessions of each teacher and the information was collected by the Pedagogical Feedback Observation System, build from a construct and content validity. This study led to the following assumptions: in general, the teachers of our study prefer information to all class, focused on all movement and with prescriptive goal, where it can be associated to a higher capacity to modify motor behaviour. Most experience teachers transmit verbal information and the less experience teacher shown higher values on verbal-auditive feedbacks. Combined feedbacks allows athlete to receive information in different forms and seems to be better for motor learning. Our research have shown most experient teachers tendency to give previous feedbacks and the others concurrent feedbacks. This conclusion reveals that more experient teachers tend to reveal important information to students before the performances and it’s very helpful to improve the performances. Less experient teachers tend to give more feedbacks per minute than most experient teachers. The length of feedback shown some differences too, where we can find that less experient teachers give shorter feedbacks than teachers with more experience.