Benefits of Interoceptive Awareness: A Correlational Study of the Distinct Sport Education Program among Slovak University Students

Ivan Uher, Ján Pivovarník, Mária Majherová and Erika Chovanová
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Ivan Uher: Institute of Physical Education and Sport, Pavol Jozef Šafárik University, 04180 Kosice, Slovakia
Ján Pivovarník: Faculty of Sports, University of Presov, 08001 Prešov, Slovakia
Mária Majherová: Faculty of Humanities and Natural Sciences, University of Prešov, 08001 Prešov, Slovakia
Erika Chovanová: Faculty of Sports, University of Presov, 08001 Prešov, Slovakia

Sustainability, 2022, vol. 14, issue 3, 1-12

Abstract: This study aims to determine the formation of cognitive abilities and self-assessment among students of the special physical training in security forces program. A total of 96 students aged 18 to 24 years completed 12 close-ended questions, i.e., 6 knowledge awareness (KA) and 6 ideomotor awareness questions (IA). The 13th question was aimed at self-assessment of their own answers. Based on the Dunning–Kruger effect, comparing all positive answers to KA and IA questions with the self-assessment answer showed that 51% of first-year students provided positive answers with a 50% self-assessment rate, indicating a balanced self-assessment. The percentage of positive answers for the second-year students totaled 51%, with a 70% self-assessment rate, indicating overassessment. The percentage of positive answers totaled 82% for the third-year students, with a 62% self-assessment rate, indicating underassessment. To help students to become proficient requires balancing theory and experience, classroom and practice, where they incorporate a “student-as-instructor” modality to the entire curriculum, not only to the limited selected courses of the special forces training. Using the active learning technique helps students to gain exposure to a stimulating and interactive environment. We stress a teaching modality that includes learning by doing and having the student act as a teacher. In this role, participants maximize their learning through interoceptive awareness, feeling, and applying course material in a more comprehensively factual setting.

Keywords: undergraduates; special instruction; enhancement; interoception; learning; Dunning–Kruger effect (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
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