is a lecturer in the areas of sport, exercise, and health psychology, teaching into undergraduate and postgraduate programs in exercise science. His research interests are divided between learning and teaching in higher education and the benefits of sport for psychosocial development in youth.

Universities are attempting to respond to recent changes in the employment sector in order to ensure graduates are job ready. One approach for preparing students for the evolving employment sector is to expose them to work-integrated learning experiences during their undergraduate degree. Traditionally, work-integrated learning experiences have been offered toward the end of students’ degrees, but there might be value in offering such opportunities as students’ transition into university. The aim of this study was to explore the outcomes of brief work-integrated learning experiences on first-year university students. A series of paired samples t-tests showed significant differences in students’ ( N = 28, Mage = 18.89 years) perceptions of employability and academic performance following exposure to 10-hours of job shadowing. The outcomes from the study suggest that students might benefit from work-integrated learning experiences in their foundation year of university. Implications for educators, universities, and the employment sector are highlighted.

In light of the changing landscape of workforce demand, digital technologies are becoming increasingly important to support students with their studies and professional preparation. As such, tertiary institutions are embedding curriculum approaches focused on the development of employability skills and drawing upon technology in order to prepare students for the real world of work in a manner that is scalable and transferable. Digital technologies such as ePortfolios have become an increasingly utilized platform for reflection, evidencing professional competencies and professional branding. Within this chapter, the authors discuss the benefits and limitations of these platforms from the perspectives of students, staff, professional, and institutional contexts. Case studies are utilzsed to demonstrate ePortfolios in practice across the allied health disciplines and key research questions and solutions for the future are discussed.

Sport coaching is a multifaceted profession with many responsibilities. Coaches can have a profound effect on athletes that can be both positive and negative. Coaches have the ability to motivate athletes and increase their self-esteem. Conversely, negative effects of coaching may include athlete drop-outs, injuries, and loss of confidence. Coaches need to manage the coaching environment and create positive surroundings to ensure that athletes achieve their optimum potential. Managing a coaching environment refers to how coaches establish and maintain order. This paper explores the literature on behavior management in education and sport settings and aims to contribute to sport-coaching knowledge. General coaching tips for managing athlete behavior are suggested along with examples of potential coaching strategies.

The fourth industrial revolution has seen significant national and international workplace change, with greater emphasis on innovation and digital adaptation. In response, universities across the sector are recognizing the importance of supporting the education of work-ready graduates and the continuing professional development of the existing professional workforce. Digital technologies have the potential to facilitate the development of employability skills such as digital literacy and reflection and foster continuing links to the profession and learning community. This chapter discusses the importance of embedding authentic, digitally enabled employability curriculum across the student and professional lifecycle, and showcases practice in the context of health professional education. A matrix for the selection of technologies that support the development of employability skills is also proposed and discussed.