Learning through motoric experience is a vital but often neglected component of a well balanced and comprehensive education. The performance of athletic activities enhances body awareness and contributes to the holistic learning process. However, unspoken mythic patterns assumed by Western society systematically inhibit full exploration of certain areas of motion, based on gender-tagged discriminatory attitudes. Men are expected to participate in force-oriented sports; women in flow-oriented sports. This stereotypic categorization, along with other prevalent misconceptions about the appropriateness of athletic endeavour, combine to transform the enactment of natural motion into an avenue for the transition of socializing material. It is the duty of higher education personnel to redirect the emphasis in physical education away from this hidden agenda. (LH)