Through a case study, tensions detected in the design and management of an online community of practice for Physical Education teachers are investigated. The discussion is established within the conceptual framework of "Expanded Learning" (Engreström). A five-phase model was found. In phase 1, tensions arise between the ideas of the designers themselves; in phase 2, tensions are established between ideas and technological possibilities; in phase 3, tensions arise between developer ideas, practices, and participant needs; in phase 4, tensions between developers and practices continue, but mediated by the incorporation of new managers who come from the community of practice; and finally, in phase 5, designers and managers quit the forefront of the platform and their initial ideas end up dissolving among the ideas of the community.