Contemporary Approaches to Teaching Sport Science in Higher Education: Challenges, Innovations, and Future Directions

Abstract

Sport science higher education has experienced substantial growth internationally; however, concerns persist regarding student engagement, transition, and retention, particularly during the first year of study. This review synthesises contemporary literature examining teaching and learning approaches within sport science programmes, with a specific focus on student expectations, pedagogical practices, and emerging challenges shaping the student experience. Evidence indicates that misalignment between students’ expectations on entry to higher education and the academic, self-regulatory, and disciplinary demands of sport science curricula contributes to disengagement and non-continuation. While lectures remain an expected and familiar teaching method, student engagement is enhanced when teaching integrates applied, experiential, and relational approaches aligned with professional practice. The review further highlights the importance of explicitly developing self-regulatory skills, fostering meaningful student–staff relationships, and ensuring curriculum relevance to diverse career pathways. Technological innovations offer potential benefits but appear insufficient in isolation without strong pedagogical intent and relational support. Overall, the findings emphasise the need for pedagogically intentional, student-centred programme design that balances scientific rigour, applied learning, and relationship-rich education to support student engagement, retention, and graduate readiness in sport science higher education.