Swedish physical education and health (PEH) has been dominated by the conceptualization of a rational and independent human with a certain set of pre-given properties. Posthuman scholars have argued that this conceptualization enacts a separation from bodies considered nonhuman, or not human enough, and that it serves as a foundation for unjust and unethical practices of exclusion and domination. Consequently, this paper aims to trouble the human in PEH by tracing how it emerges through empirical material from a field study with two groups of upper secondary students and their teachers. Following the posthuman framework of agential realism, the study placed material-discursive phenomena as the basic ontological units of the world. Empirical material was generated and analyzed through a diffractive analysis, which unpacked the becoming of differentiated bodies and properties. This reconceptualized the human as a material-discursive phenomenon, thus challenging the rational human individual separate from other bodies. The result urges teachers to take the entanglements of multiple bodies into account when planning, conducting and assessing PE(H) practice. I conclude that such an approach to teaching PE(H) could prompt ethical questions about power asymmetries negatively affecting othered bodies, human and nonhuman.