The most common myths about strength training for children and adolescents
Why are we talking about this? (short story from the audience)
During recess, Kuba stands by the window, watching his older friends play basketball. When we ask why he's not going, he shrugs: "I don't have the strength. I fall anyway." His mother says he's afraid of weights because "they say they stunt growth."
The coach adds that the biggest difference in matches is... the ability to brake and land. This is where the Strength and Health Lesson changes lives: not to "break records," but to teach the body to safely produce and absorb force—to run, jump, carry a backpack, sit without pain.
Strength is not a competition for childhood. Strength is a passport to childhood in motion.
Below, we debunk the myths. Each chapter combines three elements: the voice of ordinary people, a brief summary of the teachings, and SSM practice—as we actually practice it in the classroom.
The standard in a nutshell
≥60 minutes per day of moderate/vigorous activity (MVPA).
Muscle strengthening: at least 3 days/week (various forms of resistance, including body weight).
Starting conditions: readiness to learn the technique (usually around 7–8 years of age), careful supervision of an instructor/guardian, small load increments, controlled pace, priority of technique over weight.
MYTH: Strength training will stunt my child's growth.
Voice of family/child/coach:
"My son is small. I'm afraid the weight will close his growth plates."
What the science says (in short):
Reviews and expert opinions do not provide evidence that well-programmed, supervised resistance training inhibits growth. The risk is related to injuries caused by poor technique and lack of supervision—not the training stimulus itself.
Research shows benefits for bone health, strength, and posture; growth plate injuries occur primarily with uncontrolled maximal efforts or in contact sports.
Start by learning patterns and postural control; no "records" for beginners.
Small increments (5–10%), controlled eccentricity, 60–90 s rests.
Resistance scaling (rubber bands, dumbbells, technical barbell), individualization.
How we do it in SSM/MSSM:
Common errors and how to fix them:
Too large weight jumps → back off by 10–20% and extend the learning phase.
Rush with difficult variants → introduce step-by-step progression.
MYTH: Children are easily injured during weight-bearing exercises.
Voice of family/child/coach:
“I heard that weights are the easiest way to get injured.”
What the science says (in short):
Comparisons between disciplines show a low injury rate in strength training for young athletes – often lower than in team sports – provided proper technique, supervision and gradual progression of difficulty are maintained.
The most common incidents are minor overloads occurring in teenagers training on their own without a program.
Lesson conducted by a trained instructor, closely supervised.
Technique > tempo > load. Never the other way around.
Record of workload and subjective difficulty (RPE) for control.
How we do it in SSM/MSSM:
Common errors and how to fix them:
Ignoring pain during movement → stop immediately, evaluate the pattern.
No specific warm-up → insert activation and joint preparation.
MYTH: First grow up, then strength.
Voice of family/child/coach:
“Let him grow up, then the strength will come by itself.”
What the science says (in short):
The neuromuscular system learns to control movement even before the pubertal growth spurt.
The early stages involve learning patterns, balance, and coordination with light resistance. The results include improved movement quality and fewer injuries during running, jumping, and games.
Technique First Program: Squat, Hip Hinge, Push, Pull, Rotation.
Scaled calisthenics + light resistance; work within 2–3 reps.
Readiness assessment: concentration, understanding instructions, posture control.
How we do it in SSM/MSSM:
Common errors and how to fix them:
Variants that are too difficult (e.g. full push-ups) → use supports/elevators.
No landing training → add braking and soft landing drills.
MYTH: Strength training will turn your child into a bodybuilder.
Voice of family/child/coach:
"I don't want my daughter to 'grow up' like a bodybuilder."
What the science says (in short):
In children and younger adolescents, neural adaptations—coordination and recruitment of motor units—predominate rather than gross hypertrophy.
The goal is fitness, stability and bone health; the body shape changes primarily towards better posture.
Multi-joint patterns at a controlled pace; no work to failure.
The emphasis is on stabilizing the core, foot and knee path, not on the "pump".
Communication of goals: "you jump more efficiently, you land more safely, your back hurts less."
How we do it in SSM/MSSM:
The most common mistake and how to fix it: language focused on appearance → replace it with the language of function and health.
MYTH: Girls shouldn't do strength training.
Voice of family/child/coach:
"My daughter is not 'powerful'. It's not for girls."
What the science says (in short):
Girls benefit at least as much – they gain increased strength, confidence and bone density.
Programs that target knee control (valgus) and strengthen the glutes and posterior quadriceps reduce the risk of ACL injuries.
How we do it in SSM/MSSM:
Hip and glute drills, hamstrings, learning to land in a knee-foot line.
Progression without the pressure of comparison; individual goals.
Role models: leading girls, peer mentoring.
The most common mistakes and how to fix them: inter-gender weightlifting race → personal bests for technique, not kilograms.
MYTH: Machines are always safer than free weights.
Voice of family/child/coach:
“The machine stays on track, so it's safer.”
What the science says (in short):
Safety comes from matching the task to the skills and quality of supervision.
Free weights teach posture and balance control, while machines are a complementary tool—not the only way.
Start with light free weights in scaling + learning the settings on the machines.
Selecting exercises for the movement goal (e.g. hip hinge vs knee bend).
Point-by-point instructions: feet–knees–pelvis–spine–shoulder blades.
How we do it in SSM/MSSM:
The most common mistake and how to fix it: "Stiff" track without learning stabilization → add anti-rotation/anti-flexion exercises.
MYTH: Bodyweight exercises are always safer.
Voice of family/child/coach:
“It's definitely safer without equipment.”
What the science says (in short):
Calisthenics can be technically demanding—for example, a full push-up or pull-up—and can lead to overload if the difficulty level is too high.
External resistance allows you to precisely select the load level and learning pace.
How we do it in SSM/MSSM:
Calisthenics scaling (angle, support height, supporting bands).
Tempo micro-progressions (e.g. 3 sec eccentrics), shorter sets, longer rests.
Connecting with light resistance to better "feel" the path of movement.
The most common mistake and how to fix it: "On quantity" to breakdown of technique → smaller series, more quality.
MYTH: Strength is harmful to children's joints and hearts.
Voice of family/child/coach:
“I'm worried about my knees and my heart.”
What the science says (in short):
Resistance training improves joint stability and economy of movement, and when combined with aerobic activity, supports cardiovascular health.
Children without medical contraindications benefit from a dose of strength appropriate to their age and abilities.
Balancing patterns: push/pull, flexion/extension, rotation/anti-rotation.
Monitoring sensations of exertion (speech in full sentences, no sharp pain).
Parent Education: The Difference Between "Exertion" and "Acute Pain."
How we do it in SSM/MSSM:
The most common mistake and how to fix it: Ignoring joint pain signals → stop, assess the track, change the range.
MYTH: You can't program without 1RM testing.
Voice of family/child/coach:
“How do we know how much to lift without a 1RM test?”
What the science says (in short):
When working with children and adolescents, there is no need to perform maximum tests to safely program loads.
Instead of 1RM, technique assessment, RPE scale, repetition reserve (RIR 2–3) and incremental increments (5–10%) are used once movement quality criteria are met.
What is 1RM (straight):
1RM, or “one max,” is the heaviest weight someone can lift in one proper repetition.
For children and beginners, such a test is not performed - repeatable technique and a feeling of comfort during exercise are more important.
How we do it in SSM/MSSM:
The reserve method: we finish the set with 2-3 repetitions left.
We use simple effort scales (e.g. 1-10 or emoticons) and record them in a diary.
Progression only when technique is stable for 2–3 sessions.
Common errors and how to fix them:
“Chasing the kilogram” between peers → we turn it into “golden points for technique”,
Weight jumps "because today it's going" → we go back to the rules: small increments, no rush.
MYTH: Strength doesn't help in other sports for children.
Voice of family/child/coach:
“Why use force if we are playing football?”
What the science says (in short):
The ability to generate and absorb force—that is, braking and landing—is the foundation of sprinting, changing direction, and jumping.
Strength training improves economy of movement and reduces the risk of overuse injuries in team sports.
Braking drills, direction changes, landings; back strap exercises.
Single-leg exercises and anti-rotation for pelvic stability.
Short sessions, integrated into the school week (20–30 min modules).
How we do it in SSM/MSSM:
Most common mistakes and how to fix them: No transfer → combine strength with simple sprint/turnaround tasks after the main set.
MYTH: Strength training requires expensive equipment.
Voice of the family/school principal:
"We can't afford a gym."
What science and practice say (in short):
Strength and Health Lessons don't require a multi-million dollar investment. Even if a school purchases a starter kit—mats, resistance bands, a bench, dumbbells, a technical barbell—and a basic School Dream Gym (TYTAX) module, the cost remains low compared to building a hall, a full-size sports field, or a running track.
The difference? The strength module works daily in small groups, delivers measurable progress—increased strength, improved postural control, fewer injuries—and truly supports academic performance by influencing concentration and behavior. It's a high return on your health investment.
How we do it in SSM/MSSM (implementation scenario):
Modular start: calisthenics + simple resistance → expansion with TYTAX stations along with student competences.
Station rotation: 2–3 students per station, 20–30-minute modules included in the lesson plan.
Maintenance and durability: long-life equipment, replaceable components, staff training.
Common errors and how to fix them:
Purchasing expensive equipment without a teaching plan → first the standard of teaching and lesson plans.
Overloading the room with equipment → less equipment, more quality and group rotation.
Per student, with daily use, the cost of a strength module is very low, while the benefits—fewer injuries, better posture, more activity, and improved concentration—accumulate over the years.
It is an investment that “works” during every lesson – regardless of the weather and regardless of seasonality.
MYTH: Strength training is boring.
Voice of family/child/coach:
“Children get discouraged quickly.”
What the science says (in short):
The counterweight to boredom is meaning and progress.
Short modules, visible progression, gamification based on technique and control, and team roles build engagement. Motivation research indicates that autonomy, competence, and relationships significantly increase persistence.
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Mini-goals of the week (e.g., “soft landing,” “stable knee”).
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Scale "golden technique" instead of "who carries more".
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Roles: Movement instructor, pattern cameraman, posture judge (rotated).
How we do it in SSM/MSSM:
The most common mistake and how to fix it: Kilogram ranking → replace with movement quality and presence badges.
Checklisty na lodówkę (rodzice i nauczyciele)
For the parent:
Can your child understand instructions and focus for 10-15 minutes?
Does he or she wear comfortable shoes and can he or she do 5 controlled chair squats?
Does he report any severe joint pain after exercise (other than normal "muscle work")?
Does he have a regular bedtime and breakfast before exercise class?
Principle: TECHNIQUE > PACE > LOAD.
Scaling exercises: always prepared easier and more difficult variants.
Progression log (date, exercise, feeling of exertion, comments).
Safety rules written down and understood by students.
For the teacher:
FAQ
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1. Od jakiego wieku zaczynamy?
Gdy dziecko rozumie instrukcje i potrafi utrzymać technikę (zwykle ok. 7–8 r.ż.). Zawsze pod nadzorem instruktora/opiekuna.
FAQ
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2. Is it safe for the spine and knees?
Yes, if we stick to the rules: technique, small increments, no maximum attempts for beginners and immediate reaction to acute pain.
FAQ
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3. What if my child lacks self-confidence?
We focus on mini-goals and teamwork. Everyone is entitled to a "bad day." What matters is progress and participation, not comparison with others.
FAQ
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4. Czy potrzebny jest sprzęt premium?
Nie. Zaczynamy od kalisteniki i prostych oporów. Sprzęt rozbudowujemy etapami wraz z kompetencjami.
Glossary of terms (short and simple):
MVPA: Moderate/vigorous activity performed daily (e.g., brisk walking, playing ball).
Progression: Slowly increase difficulty—small steps, not jumps.
RPE/RIR: Perceived Exertion and Repetition Reserve scales that help you choose the difficulty without maximal testing.
Eccentrics: controlled “lowering” phase – teaches braking and protects joints.
Bibliography
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