Scholars have sought to identify the complexity and multidimensionality of the phenomenon of sexual identity formation since the American Psychiatric Association declassified homosexuality as a mental disorder in 1973 (Bayer, 1981). This article addresses the manner in which the needs of lesbian, gay, bisexual, transgender, and queer [LGBTQ] students can be addressed against the backdrop of Kleinman's phenomenological objectives of physical education. I argue for expanding the movement landscape in physical education to include alternatives to sport that lead to self-realization and acceptance of self. I promote the spirit of the content of significant movement including heightened awareness, sensitivity and acceptance, and realization of self as opposed to the spirit of sport. In this sense, LGBTQ students can come to know self as subject through meaningful movement experiences rather than power and performance sports. I also argue that the physical educators examine teaching practices that promote hegemonic masculinity and femininity, as well as individual views toward LGBTQ students.