{"id":30687,"date":"2024-02-27T12:45:03","date_gmt":"2024-02-27T03:45:03","guid":{"rendered":"https:\/\/www.waseda.jp\/inst\/sgu\/?p=30687"},"modified":"2024-03-06T17:25:32","modified_gmt":"2024-03-06T08:25:32","slug":"%e8%ac%9b%e7%be%a9%e3%83%ac%e3%83%9d%e3%83%bc%e3%83%88%ef%bc%9a%e3%83%8f%e3%83%b3%e3%82%ac%e3%83%aa%e3%83%bc%e4%bd%93%e8%82%b2%e5%a4%a7%e5%ad%a6%e3%83%a9%e3%83%80%e3%83%83%e3%82%af%e5%85%88%e7%94%9f","status":"publish","type":"post","link":"https:\/\/www.waseda.jp\/inst\/sgu\/news-through-2023\/2024\/02\/27\/30687\/","title":{"rendered":"\u8b1b\u7fa9\u30ec\u30dd\u30fc\u30c8\uff1a\u30cf\u30f3\u30ac\u30ea\u30fc\u4f53\u80b2\u5927\u5b66\u30e9\u30c0\u30c3\u30af\u5148\u751f\uff08\u516814\u56de\uff09"},"content":{"rendered":"

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\u30e9\u30c0\u30c3\u30af\u5148\u751f<\/a>\u306f\u904b\u52d5\u751f\u7406\u5b66\u3001\u751f\u7269\u52a0\u9f62\u5b66\u3001\u30c8\u30ec\u30fc\u30cb\u30f3\u30b0\u7406\u8ad6\u3001\u904b\u52d5\u751f\u5316\u5b66\u7b49\u3068\u3044\u3063\u305f\u7814\u7a76\u5206\u91ce\u3092\u4e16\u754c\u5404\u5730\u306e\u5927\u5b66\u306b\u3066\u5ba2\u54e1\u6559\u54e1\u3068\u3057\u3066\u6559\u97ad\u3092\u632f\u308b\u3063\u3066\u3053\u3089\u308c\u305f\u65b9\u3067\u3059\u3002<\/p>\n

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\"\"<\/p>\n

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\u5168\u8b1b\u7fa9\u7d42\u4e86\u5f8c\u306e\u96c6\u5408\u5199\u771f<\/p>\n

 <\/p>\n

\u3010\u8868\uff11\u3011<\/p>\n\n\n\n\n\n\n\n\n\n\n
\u958b\u50ac\u65e5<\/td>\n\u8b1b\u7fa9\u30c6\u30fc\u30de<\/td>\n<\/tr>\n
2024\/1\/11<\/td>\nVol.1 General view of exercise-induced adaptation<\/p>\n

-Exercise and homeostasis, acute and chronic adaptation<\/p>\n

Vol.2 Fatigue<\/p>\n

– Detailed mechanism of central and peripheral fatigue<\/td>\n<\/tr>\n

2024\/1\/12<\/td>\nVol.3 Recovery<\/p>\n

– The relationship between fatigue and recovery and the type of recovery<\/p>\n

Vol.4 Cellular background of strength training<\/p>\n

– Fiber type, size principle, mechanism of muscle contraction<\/td>\n<\/tr>\n

2024\/1\/18<\/td>\nVol.5 Hormones and strength training<\/p>\n

– Gender, age and intensity dependent hormonal response<\/p>\n

Vol.6 Methods of strength training<\/p>\n

– How to create muscle hypertrophy, explosive strength and strength endurance?<\/td>\n<\/tr>\n

2024\/1\/19<\/td>\nVol.7 VO2max and its limiting factors<\/p>\n

– Adaptation of heart and skeletal muscle to endurance training and trainability<\/p>\n

Vol.8 The enigma of speed training<\/p>\n

– How and when should we develop speed?<\/td>\n<\/tr>\n

2024\/1\/25<\/td>\nVo.9 Regular exercise and prevention I<\/p>\n

– The preventive role of exercise on cardiovascular diseases<\/p>\n

Vol.10 Regular exercise and prevention II<\/p>\n

– Exercise and cancer, what is the interaction?<\/td>\n<\/tr>\n

2024\/1\/26<\/td>\nVo.11 Regular exercise and prevention III<\/p>\n

– Exercise and neurodegenrative diseases<\/p>\n

Vol.12 Regular exercise and prevention IV<\/p>\n

– Exercise and metabolic diseases<\/td>\n<\/tr>\n

2024\/2\/1<\/td>\nVol.13 Exercise and deceleration of aging<\/p>\n

Vol.14 Summary<\/p>\n

– Supplementation, questions and answers<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

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The Physiology and Biochemistry of Physical Training course provided students with an extensive exploration of the physiological and biochemical mechanisms underlying the effects of exercise on the human body. Over the whole course, students were exposed to a deep exploration of metabolic pathways for energy production, muscle adaptations to training stimuli, cardiorespiratory responses, endocrine regulation, and nutritional considerations, among other key topics. Led by Professor Radak, the class dynamic was enriched by his approachable teaching method and humorous lecturing style, creating an environment that was both intellectually stimulating and narrowed the distance between Professor and students. The breadth and depth of the course content presented challenges that encouraged students to think critically and fostered a deep understanding of the complexities in the physiological and biochemical responses to exercise.<\/p>\n

Throughout the course, a diverse range of teaching methods was also applied to facilitate learning and engagement among students. From traditional lectures to interactive discussions and article sharing sessions, each method served to reinforce key concepts and encourage active participation. Prof. Radak’s ability to integrate theoretical knowledge with easy-understanding graphs provided students with valuable learning experience, enabling them to apply concepts in real-world scenarios and deepen their understanding of the material. Moreover, due to a relatively small class size, the immediate question and feedback between the Professor and the students within the classroom was absolutely helpful for us to seek clarification on complex topics, further enhancing the learning experience and encouraging the exchange of ideas and perspectives critically.<\/p>\n

As the course progressed, students gained a comprehensive understanding of how to optimize athletic performance and health outcomes through the application of physiological and biochemical principles. From designing training programs scientifically to implementing effective nutritional strategies, students were able to excel in their future careers or further studies in exercise physiology, sports science, and related fields. At the end, it was truly a great experience to be in Prof. Radak\u2019s class.<\/p>\n

(Jinghong Liu, master\u2019s student)<\/p>\n","protected":false},"excerpt":{"rendered":"

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