Pre-arrival nervousness and motivations of undergraduate sport students in the United Kingdom: implications for transition and teaching practice in vocational higher education

Research on university transitions has largely overlooked sport students, limiting understanding of their motivations, concerns and early support needs. This study examined the pre-arrival experiences of 604 undergraduate sport students across four United Kingdom universities. Data were collected through an online survey, including open-ended questions on students’ motivations for entering higher education (n = 520) and pre-arrival nervousness (n = 286). Findings were interpreted using Self-Determination Theory and Schlossberg’s Transition Theory, highlighting how social integration, academic preparedness and personal agency shape early adjustment. Students’ primary concerns centred on forming friendships, fitting in, managing academic workloads and navigating independent living, with nervousness heightened among students reporting social anxiety, neurodivergence, financial and relocation pressures or pre-existing health conditions. Motivations were both career-focused and intrinsically driven, encompassing sport, health and personal development. The findings offer practical implications for professional practice in higher education, highlighting the importance of early, structured social connection, targeted academic bridging, confidence-building initiatives and coordinated wellbeing and disability support. Flexible arrangements for students managing chronic or complex circumstances are also recommended. Findings provide a framework for educators, support staff and institutional leaders to design more inclusive, responsive and practice-oriented transition support in sport and related vocationally orientated disciplines across diverse higher education contexts and settings.