Utilising play-based approaches in higher education to facilitate graduates transition into professional practice

Abstract

In entering the applied world, graduates transitioning to neophyte practitioners, often experience a reality shock. Many assigning blame at educational pathways causing them to sink or swim (Haluch et al., 2022). Particularly in sport, such a praxis shock requires effective navigation to acquire contextual intelligence. In response, there is the potential for the transfer of active learning approaches from higher education to the professional development of sport practitioners. Particularly gamification brings about an opportunity to provide intentional and purposeful engagement, promoting procedural knowledge, instructive feedback loops, reflection and navigating complex environments to achieve serious work-related objectives. Often, these opportunities provide chance to practice critical reflection, knowledge exchange, risk taking, experimentation and innovative problem-solving (Hinthorne and Schneider, 2012). In turn, developing key attributes (i.e., cooperation, trust, innovation, simulation) required as sport professionals. In response, we present some considerations within the umbrella of play-based approaches, including serious play, and serious games design as andragogical approaches to aid professional development for neophyte practitioners. These include reflective practice considerations, adapting to learners needs, ensuring facilitation, and creating a psychologically safe environment – principles akin to key andragogical principles.