Kemmis and colleagues (2014, p. 27) argued that education should initiate the learner into forms of understanding through semantic spaces of realised, shared language, fostering individual and collective self-expression. This paper presents a case study detailing a pedagogical approach to an online, asynchronous learning course as one such semantic space, with a view to developing a particular “community of practice” or CoP (Lave & Wenger, 1991) amongst sports pedagogues from around the world, who were completing postgraduate studies as continuing professional development (CPD). CPD in physical education and sport pedagogy/coaching has been described by Armour, Quennerstedt, Chambers, and Makopoulou (2015) as one of “dazzling complexity” which must prioritise the context of learners, including the contemporary challenges they face, and nurture their learning and growth over the span of their careers. As Goodyear and Casey (2015) noted, CoPs can and do form out of shared learning agendas, but still require facilitators who arrange professional dialogue and illuminate pedagogies for change. This paper outlines the application of Kemmis and Grootenboer's (2008) explanation of the theory of practice architectures within this CoP of sport pedagogues. It highlights the pedagogical strategies employed that reflected, firstly, multi-cultural and multi-dimensional understandings of how to build rapport in diverse learning environments - recognising the "lifeworlds" brought to the CoP by each member (Cronin & Armour, 2015). And, secondly, how to foster relational pedagogy via distance an in asynchronous learning mode. The paper highlights how the sometimes diverse and often remarkably similar sayings, doings and relatings of individuals from a wide range of sport and physical education backgrounds in various international locations in this CoP were called into focus, critiqued by peers, shaped and shifted, via a series of pedagogical decisions made by the CPD leader to direct learner attention to cultural-discursive, material-economic and social-political arrangements typifying or distinguishing their shared practice. Data in the case study includes students’ detailed (and summatively assessed) contributions to online discussion, peer critique of contributions (also assessed), anonymous survey feedback, learner engagement analytics and the CPD leader's own reflections. Findings show that whilst building a sense of community, “hearing the voices in the (virtual) room” (Palmer & Zajonc, 2010), in an asynchronous online environment is challenging, it is possible. It offers a deliberate way to counter the sometimes ‘anti-intellectual learning culture’