This article analyzes Community-Based Motricity as an emerging field in initial teacher education in Physical Education, highlighting its transformative potential from a critical and situated perspective. Grounded in a theoretical-methodological framework that integrates the ontological, epistemological, and methodological dimensions of motricity, the study reflects on its understanding as a complex, embodied, and relational phenomenon. It explores its connection to community, territory, and motor expressions as forms of identity, cultural, and political construction. Furthermore, it examines the pedagogical application of methodologies such as Participatory Action Research (PAR) and Service-Learning (SL), which enable formative processes with ethical and social meaning. A specific training experience within a university course is presented, where students design and implement intervention projects in real communities, fostering meaningful learning, active participation, and civic engagement. The findings highlight the educational value of Community-Based Motricity for rethinking Physical Education from an emancipatory perspective, one that is sensitive to territorial contexts and committed to social justice. The study concludes that integrating this approach into teacher education strengthens the link between theory and practice, promoting a contextualized and transformative education oriented toward the common good .