We refer to teachers as competent when they not only know what they should do but can also do what they know. Competence is therefore more than the sum of its individual components (e.g., professional knowledge, self-regulatory skills, etc.) and is directly related to concrete performative actions in a real professional world. If aspiring teachers are to be authentically prepared for their future careers during their training, the conceptual pair of competence and performance should not be considered separately. Competence without performance is empty, and performance without competence is blind. This intervention study examines the effectiveness of a developed teaching concept regarding the feedback-related performance progress of aspiring physical education teachers. The volume is intended as a plea.