In interdisciplinary terms, multiperspectivity is described as a principle that is considered to be of “substantial importance for the design and implementation of teaching”. It is repeatedly proclaimed as a “bearer of hope” for the realization of certain subject-specific or even general education claims. In a fundamental manner, this principle seems to be able to contribute to the realization of “educational education” in sports-related areas of school and in extracurricular activities. If one accepts multiperspectivity as a subject-didactic consensus, it would be necessary to work out concrete aspects to currently pursued topics, which in this manner open up new perspectives and make further progress possible. The present contribution is intended to lay a foundation for such projects by providing a differentiated analysis of similarities and differences between the various prominent interpretations of multiperspectivity, thus, providing tangible starting points for didactic consequences and systematic further developments.