The apparent links between sport and masculinities has generated critical concern from a number of educationalists, feminists and sport sociologists. These concerns have inspired the development of various pedagogical strategies for transforming understandings and practices of gender within educational settings. This paper reviews the connections between sport and masculinities, and contributes to the development of a critical pedagogy by illustrating how the creative arts can be used within tertiary educational settings to raise awareness of the gendering influence of sport. I detail how I drew on Foucauldian theorizing and the work of Laurel Richardson to develop a teaching strategy, involving the use of dance and a 'collective story', to promote marginalised knowledge and stir political emotions. I present a shortened version of the collective story and discuss its impact on tertiary students. I conclude by encouraging other educators to draw on the creative arts as tools for promoting discussion, legitmating the voice of the 'other' and to encourage an empathetic response.