Applying a conceptual model in sport sector work integrated learning contexts

This paper applies a conceptual model for work-integrated learning (WIL) in a multidisciplinary sports degree program. Two examples of WIL in sport will be used to illustrate how the conceptual WIL model is being operationalized. The implications for practice are that curriculum design must recognize a highly flexible approach to the nature of placements and, as a result, emphasize the necessity to conduct a post-practicum debriefing to support the valuable learning and to continue the duty of care towards the student. We propose the expansion of Martin, Rees, and Edwards model to include both a partnership and debriefing component for sport WIL in Australia. This inclusion will not only provide a sustainable model for sport partnership WIL programs in Australia, but ensure that a focus on duty of care towards students is a core responsibility and moral obligation for universities and placement organizations.