Abstract:
This paper contextualises the concept of ‘community’ within a broader socio-ecological frame and discusses the ways in which physical experiences within a nested (school) community, can be connected in dynamic ways to broader communities, within and across various environments. Educators, and physical educators in particular, are increasingly asked to develop knowledge, skills and understanding related to physical activity and health within school communities, yet it is increasingly apparent that broader and deeper understandings of how these concepts can be contextualised are necessary (Ward, 2009). At the AARE annual conference (2008), O’Connor outlined a conceptual framework of how community might be considered within a socioecological framework for physical education (see Figure 1). Through the use of case study, we provide an account of how educators can facilitate the creation of meaningful connections between the individual, their communities and their ecologies, using this framework. This paper therefore explores opportunities to be educated in ways that can meaningfully contribute towards active, connected communities.