Recent explorations position multimodality as a largely curricular practice wherein the body typically is not figured as a potential mode of meaning making. Such a projection not only fails to acknowledge extracurricular uses of such a rhetoric but also fails to acknowledge the role of the body in and especially for composing. In hopes of countering this limited yet common understanding of multimodality, I consider an Auburn University 2004 defensive football play and sketch a picture of how embodied multimodality figures heavily in the literate activity surrounding college football. I end with a brief word on how Gunther Kress's theory of multimodality encompassing the material and the bodily--two important concepts at play when examining football as literate activity--informs classroom practice through paving the way for embodied multimodal pedagogies. Ultimately, I hold that an analysis of extracurricular embodied multimodality in college football invites student-athletes to hone a beneficial form of second-nature embodied rhetoric absent in curricular multimodality.