The purpose of this study was to investigate the effects of 8 weeks of aerobic training and resveratrol supplementation on a body composition, physical fitness, insulin resistance, liver function, blood pressure, and heart rate. Fifty-one elderly women were randomly assigned to aerobic training group (EX: n=12), resveratrol supplementation group (R: n=13), combined aerobic training and resveratrol supplementation group (EX+R: n=12), and control group (CON: n=14). The subjects in EX group exercised three sessions per week, 40 minutes per session for 8 weeks, the subjects in R group took 500 mg of resveratrol per day for 8 weeks, and the subjects in EX+R group received both treatments. The subjects in CON group were asked to maintain normal daily life pattern without any treatment for the same period of intervention. Body composition, physical fitness, insulin resistance, liver function, blood pressure, and heart rate were measured at pre- and post-test and the data were compared among groups and between tests by utilizing two-way ANOVA with repeated measures. Main results of the present study were as follows: 1) Physique and body composition did not change significantly in all groups. 2) Muscular endurance increased significantly in EX+R group, whereas the other physical fitness-related variables showed no significant changes in all groups. 3) Fasting glucose, fasting insulin, HOMA-IR, and HbA1c tended to be improved in EX+R group. 4) AST, ALT, and γ·GT showed no significant changes in all groups. 5) Systolic blood pressure and diastolic blood pressure increased significantly in CON group. Heart rate tended to be decreased in EX+R group and EX group. It was concluded that the 8 weeks of aerobic training and resveratrol supplementation had positive effects on muscular endurance, insulin resistance, and blood pressure in T2DM elderly women. Research investigating the effects of a longer period of aerobic training and resveratrol supplementation on the same variables would be warranted in the future.
PURPOSE This study aimed to explore the effective and pragmatic idea regarding the development of physical education teacher education (PETE) programs in China. These programs share both similarities and differences in China and Korea, and they are also discussed here. METHODS Six universities reflecting the regional specificities of Korea and China were selected following consultation with experts. Data collected through in-depth interviews, non-participatory observation, literature, and local documents were analyzed and interpreted by using the comparative analysis research method. RESULTS First, when comparing the curriculum, which was divided into liberal arts, major, and teaching subjects in both countries, the ratio of liberal arts and teaching subjects was similar in Korea following major subjects. As for China, major subjects came in first, followed by liberal arts and teaching subjects. Second, the relative pros and cons of preliminary sports teacher education in Korea and China were aimed at nurturing competent sports experts with both expertise and personality. They were generally similar in terms of content dimensions; however, they were found to be different in several areas. Particularly in the case of China regarding the teaching subject, practical subjects that were of pragmatic help to the school field were found to be relatively insufficient. Third, the implications for improving China's preliminary PETE were to emphasize the importance of personality in educational goals at the goal level, and as for the content level, it was necessary to replaced them with classes that could be of pragmatic use in the existing teaching method. Furthermore, at the methodological level, professional training of physical education teachers should be proposed, training them to cultivate character. Finally, more positive changes can be pursued if efforts at the environmental level are well-matched and improved. CONCLUSIONS To improve China's preliminary PETE program, it is necessary to enhance the environment and institutions using various teaching methods to cultivate expertise, such as practical aspects of university-field linkage and preliminary teacher personality education.
