Body composition, blood profile and dietary intake in college American football players: The differences between the positions / 体力科学

The purpose of this study was to clarify the body composition and blood profile in college American football players, and whether the differences can be referred to their playing positions; Lines vs Backs. Body compositions, blood profile and nutrients intake were investigated. The Linemen showed a significant higher %BF than Backs, and most of the Linemen were assessed as obese according to their %BF and BMI. The risk of dyslipidemia in Linemen was higher than that in the Backs. There were no obvious difference between Linemen and Backs in their intake amount of energy and all nutrients per person. However, when compared in per body-weight, the intake amount of energy and 3 major nutrients were significantly low in Linemen than Backs. Furthermore, the data indicate that dietary awareness and diet behavior are relatively poor in the Linemen. Since body weight is the most crucial factor of Linemen for their playing performances, it can be speculated that their necessity to gain body weight may have led them to be obesity. Since weight-gain is not desirable in the aspect of metabolic disorders prevention, our result indicated that Linemen, rather than the Backs, are the potential target who need an appropriate nutritional support by dietician to control their nutritional intake and body weight, not only for achieving sport performance but also for preventing metabolic disorders. Therefore, it was suggested that periodical survey of blood profile and body composition, together with appropriate nutritional support by dieticians, may be helpful for Linemen, in future.

Evaluation by Questionnaire of a Tutorial System at Kinki University School of Medicine / 医学教育

A tutorial education system for medical students was introduced at Kinki University in 1998. To evaluate the efficacy and to identify problems of the system, questionnaires were given to both students and tutors. Many students (approximately 80%) enjoyed the system and felt that tutorial lectures were effective. Many students believed that their selflearning time had increased and that they had developed the ability to think scientifically. However, they also thought that the material for tutorials was insufficient and that some tutors lacked teaching ability. Tutors thought that students had developed motivation (52%), problem-solving ability (58%), and debating skills (77%). Tutors also pointed out several problems, e.g., that some students had not developed self-leaning ability. Also, some tutors were poorly motivated. These findings suggest that we need to improve tutorial materials and the quality of tutors as well as fostering the self-learning ability of students.