JMIR Publications

ABSTRACT

Background:

Transition into higher education (HE) is a critical determinant of student success, yet sport-related degree programmes in the UK continue to experience lower retention and completion rates than sector averages. Early transition challenges are commonly associated with reduced academic confidence, uncertainty regarding expectations, limited preparedness, and reduced sense of belonging. Although pre-arrival interventions have demonstrated potential to support student adjustment, there remains limited evidence evaluating theoretically informed, digitally delivered transition support specifically within sport HE contexts.

Objective:

This study aims to develop and evaluate a co-created digital pre-arrival intervention designed to support the transition of incoming undergraduate sport students into HE. The intervention seeks to enhance students’ preparedness, academic self-efficacy, intrinsic motivation and sense of belonging prior to and throughout their first year of university study.

Methods:

A longitudinal mixed-methods evaluation will examine the implementation and effectiveness of a digital pre-arrival module delivered to incoming first-year undergraduate sport students at a UK university (approximately n=550 per cohort). The intervention was co-created with current students to ensure authenticity, relevance and alignment with student experiences. The module is delivered digitally prior to formal university arrival and is underpinned by self-efficacy theory, transition pedagogy and belongingness frameworks. Evaluation will be guided by the RE-AIM framework, examining reach, effectiveness, adoption, implementation and maintenance. Primary outcomes include first-year retention and academic performance. Secondary outcomes include academic self-efficacy, intrinsic motivation and sense of belonging. A comparison cohort of incoming Business students (approximately n=650 per cohort)receiving standard transition support will complete the same transition measures to enable examination of differences between groups. Quantitative data will be supplemented by student focus groups, staff interviews and module engagement analytics to explore experiences and implementation.

Results:

As this manuscript presents a study protocol, outcome data are not yet available. The evaluation will examine whether participation in the digital pre-arrival module is associated with improved retention, academic performance, transition confidence, belonging and student engagement. Implementation data will also identify how students and staff experience the intervention and factors influencing successful delivery.

Conclusions:

This study provides a theoretically informed and scalable approach to supporting transition into sport HE. By integrating institutional performance data, engagement analytics and student experiences, the evaluation will provide insight into whether early digital transition support can improve academic and psychosocial outcomes. Findings will inform future institutional approaches to widening participation, student success and retention. Clinical Trial: Not applicable