The purpose of this study is to explore the recontextualisation of Assessment for Learning (AfL) asa particular content area in the transition between a university course and a school placementcourse within Swedish physical education teacher education (PETE). By combining Basil Bernstein’spedagogic device and Stephen Ball’s performativity perspective, we alternately ask how AfL isconstructed as a pedagogic discourse and what AfL becomes in different contexts within PETE.Nine students attending a Swedish PETE programme participated in the study. The empiricalmaterial was collected through one seminar and two group interviews at the university, as well asthrough nine individual interviews based on lesson observations at different school placements.Our findings highlight five recontextualising rules, which indicate that: (1) the task of integratingassessment into teaching enables the use of AfL; (2) an exclusive focus on summative assessmentand grading constrains the use of AfL; (3) a lack of critical engagement with physical educationteaching traditions constrains the use of AfL; (4) knowing the pupils is crucial for the use of AfL; and(5) the framing of the school placements determines how AfL can be used. As a consequence ofthese rules, AfL was transformed into three different fabrications: (1) AfL as ideal teaching; (2) AfLas correction of shortcomings; and (3) AfL as ‘what works’. One conclusion from this study is thatincreased collaboration between teacher educators and cooperating teachers in schools can helpstrengthen PETE’s influence on school physical education.