This study aimed to elucidate how body composition, force-generating capacity and jump performances are associated with 50-m sprint velocity in circumpubertal boys, in relation to sprint phases and maturation. One hundred thirty four circumpubertal boys were allocated to preadolescent or adolescent group on basis of the height at the peak height velocity of Japanese boys (154 cm) reported in literature: those with body heights over 154 cm as adolescent group and others as preadolescent group. Body composition was determined by bioelectrical impedance analysis. In addition to maximal voluntary isometric knee extension torque, the performances of counter movement jump (CMJ), rebound jump (RJ), standing long jump (SLJ) and standing 5-step jump (SFJ) were also measured. RJ-index was calculated by dividing height by contact time. The time of 50-m sprint was determined at 10-m intervals. Multiple regression analysis showed that in preadolescent boys, SFJ become a predictor for the sprint speed during acceleration phases, and SFJ, RJ-index and CMJ as predictors for the sprint speeds during maximal speed and deceleration phases. In the adolescent boys, age, CMJ, SLJ, and SFJ become a predictor for the sprint speed during acceleration phases, and torque relative to body mass, CMJ and SFJ were selected as predictors for the sprint speeds during maximal speed and deceleration phases. Thus, the current results indicate that force-generating capacity and jumping ability are determinants for sprint performance in circumpubertal boys, but the relative contribution of each of the two factors differs between preadolescent and adolescent stages and among the sprint phases.

A digital teaching material on the cardiac cycle, which discretely illustrates only the left heart system, not the right, and shows the pressure of each section clearly with an illustration of a water pipe pressure gauge, as proposed by G. Doman et al., was presented to medical students, who had not previously learned circulatory physiology. Many formative questions were also provided to promote active learning. After learning the material, the students were given an anonymous questionnaire comparing the present material with a standard textbook of physiology as the control. When asked the overall impression, 86% of the students supported the present material.

A digital teaching material on the cardiac cycle, which discretely illustrates only the left heart system, not the right, and shows the pressure of each section clearly with an illustration of a water pipe pressure gauge, as proposed by G. Doman et al., was presented to medical students, who had not previously learned circulatory physiology. Many formative questions were also provided to promote active learning. After learning the material, the students were given an anonymous questionnaire comparing the present material with a standard textbook of physiology as the control. When asked the overall impression, 86% of the students supported the present material.

A digital teaching material on the cardiac cycle, which discretely illustrates only the left heart system, not the right, and shows the pressure of each section clearly with an illustration of a water pipe pressure gauge, as proposed by G. Doman et al., was presented to medical students, who had not previously learned circulatory physiology. Many formative questions were also provided to promote active learning. After learning the material, the students were given an anonymous questionnaire comparing the present material with a standard textbook of physiology as the control. When asked the overall impression, 86% of the students supported the present material.

A digital teaching material on the cardiac cycle, which discretely illustrates only the left heart system, not the right, and shows the pressure of each section clearly with an illustration of a water pipe pressure gauge, as proposed by G. Doman et al., was presented to medical students, who had not previously learned circulatory physiology. Many formative questions were also provided to promote active learning. After learning the material, the students were given an anonymous questionnaire comparing the present material with a standard textbook of physiology as the control. When asked the overall impression, 86% of the students supported the present material.

This study aimed to determine the relationships between the torque generating capacity of the lower extremity muscles and either running or jump performance in primary and junior high school boys. A total of 102 primary and junior high school boys participated in this study. Muscle thicknesses (MTs) of the knee extensors and plantar flexors were determined using ultrasonography. Muscle volumes (MVs) of the knee extensors and plantar flexors were estimated using MTs and limb lengths. The isometric joint torques (TQs) for knee extensors and ankle plantar flexors were measured using myometer. MV and TQ were divided by body mass (MV/BM and TQ/BM, respectively). Running velocity was measured using a non-motorized treadmill. The counter movement jump (CMJ) and squat jump (SJ) were performed on a matswitch system. The flight time was measured and used to calculate the heights of CMJ and SJ using the following equation; height (cm) = g × (flight time)² /8/10. As the result of multiple regression analysis, age, MV/BM and TQ/BM were selected as predictors of running velocity in the primary school boys, whereas TQ and lean body mass in junior high school boys. In the primary school boys, TQ/BM and body fat mass was selected as significant contributors for SJ and CMJ performances, whereas, in the junior high school boys, TQ and the percent of body fat for SJ performance and MV/BM and TQ for CMJ performance. Thus, the present results indicate that the relationships between torque generating capacity of the lower extremity muscles and either running or jump performance differ between primary and junior high school boys. It may be assumed that, for running and jump performances, muscle mass and strength become determinant factors in junior high school boys, whereas their values relative to body mass in primary school boys.

A digital teaching material on the cardiac cycle, which discretely illustrates only the left heart system, not the right, and shows the pressure of each section clearly with an illustration of a water pipe pressure gauge, as proposed by G. Doman et al., was presented to medical students, who had not previously learned circulatory physiology. Many formative questions were also provided to promote active learning. After learning the material, the students were given an anonymous questionnaire comparing the present material with a standard textbook of physiology as the control. When asked the overall impression, 86% of the students supported the present material.

A digital teaching material on the cardiac cycle, which discretely illustrates only the left heart system, not the right, and shows the pressure of each section clearly with an illustration of a water pipe pressure gauge, as proposed by G. Doman et al., was presented to medical students, who had not previously learned circulatory physiology. Many formative questions were also provided to promote active learning. After learning the material, the students were given an anonymous questionnaire comparing the present material with a standard textbook of physiology as the control. When asked the overall impression, 86% of the students supported the present material.

A digital teaching material on the cardiac cycle, which discretely illustrates only the left heart system, not the right, and shows the pressure of each section clearly with an illustration of a water pipe pressure gauge, as proposed by G. Doman et al., was presented to medical students, who had not previously learned circulatory physiology. Many formative questions were also provided to promote active learning. After learning the material, the students were given an anonymous questionnaire comparing the present material with a standard textbook of physiology as the control. When asked the overall impression, 86% of the students supported the present material.