The Links Between Physical Activity, Metacognition, and Empathy Among Physiotherapy Students

Area of Science:

• Health Professions Education
• Psychology
• Sports Science

Background:

• Physical activity, metacognitive awareness, and empathy are crucial for university student well-being.
• These factors contribute to self-awareness, emotional intelligence, and academic engagement.
• Understanding their interplay is vital for developing well-rounded students.

Purpose of the Study:

• To explore the relationship between physical activity, empathy, and metacognition in physiotherapy students.
• To determine differences in these factors between undergraduate and graduate physiotherapy students.

Main Methods:

• A cross-sectional study involving 468 physiotherapy students.
• Utilized the International Physical Activity Questionnaire, Metacognitive Awareness Inventory, and Empathy Quotient.
• Data collected from male and female undergraduate and graduate students aged 18-25.

Main Results:

• Higher physical activity correlated with increased declarative knowledge, empathy quotient, and cognitive empathy.
• Undergraduates showed higher declarative knowledge and overall empathy; graduates excelled in procedural knowledge and evaluation.
• Significant differences were observed in metacognitive strategies and empathy levels between student groups.

Conclusions:

• This study is the first to investigate physical activity, metacognition, and empathy in physiotherapy students.
• Integrated programs promoting physical activity, metacognition, and empathy are recommended for physiotherapy curricula.
• Enhancing metacognitive skills can improve critical thinking, self-regulation, academic outcomes, and professional preparedness.