Regular The integration of virtual reality (VR) technologies into sports education has gained increasing attention due to their potential to enhance learning experiences through immersive and interactive environments. From a behavioral sciences perspective, understanding not only the outcomes but also the mechanisms underlying VR-supported learning is essential. The present study aimed to examine the effects of virtual reality–supported sports training on learning outcomes, motivation, and engagement, as well as to investigate the direct and indirect relationships among these variables. A quasi-experimental pre-test–post-test control group design was employed. The participants consisted of 100 undergraduate students enrolled in a faculty of sports sciences at a public university in Türkiye. The experimental group (n = 50) received virtual reality– supported sports training over a six-week period, while the control group (n = 50) received traditional sports instruction. Data were collected using a learning outcomes test, a learning motivation scale, and a student engagement scale. Independent samples t-tests, ANCOVA, and mediation analyses were conducted to analyze the data. The results indicated that students who participated in virtual reality–supported sports training achieved significantly higher learning outcomes, motivation, and engagement levels compared to those in the control group. Structural model analyses revealed that motivation and engagement partially mediated the relationship between instructional method and learning outcomes. These findings suggest that VR-supported sports training enhances learning not only through direct instructional effects but also indirectly by fostering key behavioral factors. In conclusion, virtual reality–supported sports training represents an effective instructional approach in sports education, offering both cognitive and behavioral benefits. The findings contribute to the behavioral sciences literature by clarifying the mechanisms through which immersive technologies influence learning processes.