Pedagogies for movement learning have been affected by a gap between natural science and social science. The gap has meant that pedagogy tend to focus relatively more on either product, material context, and normative ways of moving, or process, learners, social context, and non-normative ways of moving. Here, I suggest that philosopher and physicist Karen Barad's agential realist perspective may offer a theoretical approach that can contribute to enact pedagogies for movement learning that go beyond the gap between "the natural" and "the social." Such an approach does, however, not entail a "mixture," or "blending," of natural and social science theory. Rather, the perspective is based on a particular notion of discursive practice as (re)conceptualized by Barad. This approach is illustrated in the article by an empirical example.