The research aimed to identify the impact of using the formative evaluation strategy on the level of teaching efficiency and teaching anxiety for the student / teacher in the third year at the Faculty of Physical Education for Boys - Zagazig University, and the researcher used the experimental approach on a sample of (40) students in the third year at the Faculty of Physical Education for Boys - Zagazig University were divided into two groups, one experimental and the other a control of each (20) students, and research tools: Note card to measure teaching efficiency in physical education - high intelligence test - content of the formative evaluation strategy, and statistical methods: arithmetic mean - standard deviation - median - torsion coefficient - simple correlation coefficient - test "T" - improvement rates. Among the most important results: 1- The use of the formative evaluation strategy has a statistically significant positive effect at the level of (0.05) on the level of teaching efficiency and teaching anxiety of the student / teacher in the third year at the Faculty of Physical Education for Boys - Zagazig University. 2- The use of the traditional method has a statistically significant positive effect at the level of (0.05) on the level of teaching efficiency and teaching anxiety of the student / teacher in the third year of the college. 3- There are statistically significant differences at the level of (0.05) between the two dimensional measurements of the experimental and control groups in the level of teaching efficiency and teaching anxiety in favor of the experimental group. Among the most important recommendations: - Using the formative evaluation strategy because of its effectiveness in improving the level of teaching efficiency and teaching anxiety for the student / teacher in the third year at the Faculty of Physical Education for Boys - Zagazig University