Usually physical education is led by standards, which give a clear measurement of what one may expect from a boy or girl at a certain age. Teachers usually do not question these standards and may even appreciate them as an easy way to grade students. Those standards also define differences between boys and girls and are taken for granted or even as natural. Teachers who only work with these standards are unable to value individual differences or deal with heterogeneity. We even found this in a so-called “gender-sensitive” school (cf. Budde/Scholand/Faulstich-Wieland 2008). A gender-sensitive view has to take the existence of more than two genders into account (cf. Judith Butler 1991). This perspective will become even wider by considering disabled – or more correctly – differently abled students. Looking at bodies with an intersectional perspective (cf. Kimberlé W. Crenshaw) may help to develop a more inclusive practise (cf. Boban/Hinz 2003) of physical education in schools.