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

Author

Listed:
  • 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)

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.

Suggested Citation

  • Ivan Uher & Ján Pivovarník & Mária Majherová & Erika Chovanová, 2022. "Benefits of Interoceptive Awareness: A Correlational Study of the Distinct Sport Education Program among Slovak University Students," Sustainability, MDPI, vol. 14(3), pages 1-12, January.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:3:p:1607-:d:738346
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    1. Ehrlinger, Joyce & Johnson, Kerri & Banner, Matthew & Dunning, David & Kruger, Justin, 2008. "Why the unskilled are unaware: Further explorations of (absent) self-insight among the incompetent," Organizational Behavior and Human Decision Processes, Elsevier, vol. 105(1), pages 98-121, January.
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