著者

吉川 貴仁 山本 佐保 田中 繁宏 Takahito Yoshikawa Saho Yamamoto Shigehiro Tanaka

雑誌

健康運動科学 (ISSN:2185338X)

巻号頁・発行日

vol.2, no.1, pp.1-8, 2011-10-25

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Appetite is a key factor for adjustment or disruption of energy balance(EB) in modern society. Contrary to expectation, energy expenditure(EE) caused by exercise does not increase the feeling of hunger or subsequent energy intake(EI), resulting in negative EB. The gut hormone family, known to play important roles in appetite regulation, is divided into 2 categories; orexigenic ghrelin and anorexigenic hormones, such as glucagon-like peptide-1(GLP-1) and peptide YY (PYY), all of which are released from the gastrointestinal tract in response to nutritional conditions. Recent findings have suggested that both single bouts of exercise and repeated habitual exercise modify the plasma levels of gut hormones related to appetite decrease. Appetite is regulated not only by the hypothalamus and brainstem, which receive neural and humoral signals arising peripherally from gastrointestinal organs and adipose tissues, such as the vagal nerves, leptin, and gut hormones, but also by higher brain centers, in which sensory, reward, and cognitive factors are involved. Most importantly, appetitive motivation generates real action, resulting in individual eating behavior. This review aims to highlight changes in appetite and EI caused by various types of exercise, the physiological characteristics and actions of various gut hormone family members, as well as the association of exercise with blood kinetics of the gut hormone family and its relevance in regulation of appetite and EB. In addition, future perspectives regarding this field of research are discussed.

著者

中村 哲士 Tetsushi Nakamura

雑誌

健康運動科学 (ISSN:2185338X)

巻号頁・発行日

vol.2, no.1, pp.55-73, 2011-10-25

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We investigated how female college students majoring in physical education classified and positioned new sports, as well as the possibility of their use during coaching and elements that had effects on these factors. The number of athletic events used was 15, and we performed cluster analysis and discriminant analysis. The findings obtained can be summarized as follows: 1. The athletic events were classified into the 3 groups; (1) those utilized actively in a wide range of activities,(2) those not utilized or improved, though the possibility of later use during coaching was high, and(3) athletic events not utilized. 2. New sports belonging to the 3 groups were Short tennis, Kin-ball, Indiaca, Flying disk, Double dutch, Flingo, and Tee ball in group (1); Gate ball, Ground golf, Petanque, and Shuffle board in group(2); and Sports chanbara, Touch rugby, Tchoukball, and Unihoc in group(3). 3. While the possibility of using the activities during coaching was highest in order of group number, awareness and acquisition were classified on a considerably high level. 4. Elements that showed effects on their possible use during coaching were skills, practicality, and amount of exercise. Notably, acquisition of skills was regarded as especially important, following by practicality and amount of exercise.

著者

中西 匠 松本 裕史

雑誌

健康運動科学 (ISSN:2185338X)

巻号頁・発行日

vol.2, no.1, pp.45-53, 2011-10

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Revitalization of peer learning in university skiing practice classes by introducing buddysystem and utilizing learning cards while riding ski lifts.In physical education classes, peer learning among students plays an important role in integratingtheir awareness of skills and proficiency at techniques, thus promoting autonomouslearning and improving communication skills. During skiing classes, training is carried out by instructorswith small groups of students. Although there is a communication/receptive manualin place for this type of training, methodologies that promote peer learning among students arestill at an early stage of development.This study investigated revitalization of peer learning among students by introducing amethod whereby students taught each other during classes utilizing a buddy system. With thissystem, the students were split into pairs, with the pairs rearranged for each training section,while learning cards were also developed for review while riding the ski lift. Implementation ofthese methods resulted in promotion of peer learning among students, the effectiveness ofwhich was also verified by positive feedback received from them.