Playful Learning 2026 Programme

Snags, Spells & Happy Endings: A Magical Forest Alchemy Approach to Session Closure

Lead Author: Sarah Pavey

Additional authors:

Timetable: Friday Session 10: 9:30-10:15, Outdoors

Description:

Endings matter! In fact, they matter far more than we often give them credit for. Research repeatedly shows that what happens at the end of a session can significantly shape what learners take away and do next. Debriefings and reflective closures improve retention, support emotional processing and prepare learners for a future pathway (Loomis, Dreifuerst & Bradley, 2022; Hebles, Yániz-Alvarez-de-Eulate, & Villardón-Gallego, 2023). Psychological safety research likewise emphasises the importance of closing conversations in ways that respect uncertainty and vulnerability (Kolbe et al, 2020; Coutifaris & Grant, 2022) and studies on course endings suggest that intentional closure provides emotional resolution and strengthens a sense of progress (Boucher et al, 2025).
In this session we will be wandering “into the woods” (albeit virtually so no wellies or rain gear required). You will think about a recent learning experience and select a physical forest tension such as a bramble (snags), some fog (uncertainty), a moss clump (softening), roots (grounding) or fallen branch (letting go) and maybe some others. Each element metaphorically represents a familiar experience in adult learning following a training or coaching session. Then through Forest Alchemy we will turn this tension into a playful, embodied closure ritual. This draws on experiential learning theory, which emphasises that reflection transforms experience into learning (Kolb, 1984), and on research demonstrating that the tone of an ending influences motivation, identity work and future pathways.
So what will happen in this magical world? Following a brief demonstration you will work in groups to alchemise your own forest element into a closure. As in any forest, you may encounter a surprise and receive playful constraints (eg “add a movement,” “include a found object”) encouraging creativity anchored in structure.
We will end by each group sharing one tension they transformed and a miniature happy ending of its own. You will leave with
• A set of forest-inspired micro-rituals for closure
• A sense of how playful closures support deeper learning
• A personalised ending you can use immediately
• An appreciation of the importance of how we finish our sessions
A good ending is not a luxury rather it’s a magical pedagogy!

References, web links and other resources:

Boucher, C. M., Scoboria, A., Soucie, K., & Pascual-Leone, A. (2025). Development and validation of the Closure and Resolution Scale (CRS). Memory, 33(2), 205-222.
Coutifaris, C. G., & Grant, A. M. (2022). Taking your team behind the curtain: The effects of leader feedback-sharing and feedback-seeking on team psychological safety. Organization science, 33(4), 1574-1598.
Hebles, M., Yániz-Alvarez-de-Eulate, C., & Villardón-Gallego, L. (2023). How to carry out organisational debriefing for team learning. European Journal of Management and Business Economics, 32(4), 436-451.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. EC.: Prentice Hall.
Kolbe, M., Eppich, W., Rudolph, J., Meguerdichian, M., Catena, H., Cripps, A., & Cheng, A. (2020). Managing psychological safety in debriefings: a dynamic balancing act. BMJ simulation & technology enhanced learning, 6(3), 164
Loomis, A., Dreifuerst, K. T., & Bradley, C. S. (2022). Acquiring, applying and retaining knowledge through debriefing for meaningful learning. Clinical Simulation in Nursing, 68, 28-33.