The purpose of this paper is to study the effect that three different ways of providing information with the help of video has on the amount and type of feedback, attitudinal learning and the perception of students in physical education classes in high school. The sample consisted of three groups of 4th year compulsory secondary education students (aged 15-16) at a compulsory secondary education school in south-east Spain (53 students). We used a quasi-experimental inter-group design with pre-test and post-test. Five sessions were held. The independent variable was the way of providing information and the person responsible for providing it. The dependent variables were: a)<\/em> the type and amount of feedback<\/em> received by students; b)<\/em> attitudinal learning; c)<\/em> the students’ perceptions of the class; and d) perception of the teacher’s performance during the classes. The findings are that: a)<\/em> when video is used to provide information a greater quantity of feedback is given to students; b)<\/em> when video is used to help give feedback<\/em>, the latter is prescriptive and corrective, whereas when video is not used the most common kind of feedback<\/em> is descriptive; and c)<\/em> when the student takes part in identifying and correcting errors, this leads to better attitudinal learning<\/p>\n\n