Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
In consideration of the growing application of seriuous games in multiple contexts (Breuer & Bent, 2010; Donovan, 2012; Bertolo & Mariani, 2014), the contribution bears witness to a training experience rooted within a formative culture that recognises in the “serious game” a fertile learning context. The proposal, addressed to the management of a multinational company, made use of the game (Deterding et alii, 2011) and the performative languages (Antonacci, 2012a) to elicit in the participants, through a psychophisical training on a tightrope, a state of full involvement (Csíkszentmihályi, 1990), an experience of embodiment (Varela et alii, 1992) through which the subject-professional is urged to learn with the whole body-mind (Boldizzoni & Nacamulli, 2011). Within this framework, the skills tested within a seriuous game context (Michale & Chen, 2005) have been translated into a set of skills that are also useful for those working in organisational contexts. Specifically, walking on a tightrope became a possibility to practise transforming difficulties into a resource, to learn how to see the resolution in the problem, to make the unexpected a force that grafts a transformative potential, both on a personal and on a collective and professional level (Sedano et alii, 2013; McGonigal, 2021).
