Higher education is undergoing multiple transformations. This has involved the proliferation of educational innovation actions promoted by various institutions or teachers' initiatives. Physical education early undergraduate training of future physical education teachers is not immune to these changes. Our study aims to know the perceptions of students and graduates on good practice of formative assessment in body language. Moreover, we were interested in determining if the students incorporated this learning when they were on teaching practice. The results suggest that this proposal of good practice was highly valued from the students. The students considered the experience innovative; the students highlight the values of academic support of teachers and peers; likewise some aspects emerge that help teachers to improve the experience, such as introducing students to peer review, or exploring difficulty in tasks. Transfer analysis shows that graduates recognize the learning derived from these kinds of experiences and apply in their learning environments versions of them to a greater or lesser extent, while attributing much of their learning to teaching practice.
