Are adults afraid of strong children?
This question—are adults afraid of strong children—isn't provocative. It touches on agency, responsibility, and intergenerational courage. We're talking about strength of body and character: the ability and willingness of a young person to change themselves and the world within their own capabilities.
In public spaces, we often profess concern for children. In practice, however, we too readily accept physical inactivity and health mediocrity.
Meanwhile, research and guidelines are clear: children and adolescents should have an average of 60 minutes of physical activity per day, and muscle and bone strengthening exercises – at least 3 days a week [1,2].
Globally, approximately 80% of teenagers do not meet these recommendations [3]. This lack of strength (broadly understood) has health, social, and economic consequences – today and in adulthood.
An image of everyday life: father, couch and son
Imagine a 14-year-old returning from training. Their first experience of satisfaction from exertion, their improving technique, their growing confidence that "I can do it." At home, they're faced with skepticism: "What's the point? Strength isn't the most important thing."
Often, this isn't an argument, but an adult's defense mechanism. Because a strong child can be a mirror in which an adult sees their own failings: lack of exercise, a habit of comfort, procrastinating.
It's hard to confront this – it's easier to rationalize: "what's inside is more important", "the gym is for bodybuilders".
Meanwhile, body and mind work together.
Why is “force” sometimes uncomfortable for adults?
It breaks the routine – the strong child asks questions and challenges passivity (“if I can do it, why can’t you?”).
It requires systemic decisions – equipment, space in the school, staff training, evaluation of effects.
It reveals our fears – that young people will become more capable and independent than us.
It changes power relations – strength (physical and character) means real subjectivity, less room for “just because.”
How much exercise? Average ≥60 min/day of moderate to vigorous intensity activity; musculoskeletal activity ≥3 days/week [1,2].
The scale of the problem: approximately 80% of teenagers worldwide do not follow exercise recommendations [3].
Strength Safety: Resistance training is safe and effective when well planned and supervised (AAP, international consensus, NSCA) [4–6].
Mental: Physical activity interventions alleviate symptoms of depression in children and adolescents (systematic reviews and meta-analyses) [7,8].
Body ↔ brain: Activity supports cognitive functioning and academic performance; strength training can improve on-task behavior in the classroom [1,11].
What the science says (a selection of the most important facts)
Consequences of inaction – today and tomorrow
Lack of exercise at school age translates into poorer fitness, a higher risk of obesity and chronic diseases, and often also poorer mental well-being [1–3,7].
Socially, we pay a higher price: absenteeism, burden on healthcare, lost productivity.
But the most painful consequence is a persistent sense of helplessness – the opposite of the strength and agency that young people need to enter adulthood.
What we can do now (simple steps)
At home:
Agreement: 3 times a week, 20–30 minutes of joint exercise (brisk walking, movement games, bodyweight exercises).
We praise effort and progress, not appearance.
Screens – after a dose of movement.
In class and during PE:
Short exercise breaks (2–5 min).
Strength elements: squats, supports, resistance bands, jumps – progressive, with an emphasis on technique [2,10].
At school:
Minimum set: resistance bands, a few light dumbbells/kettlebells, a pull-up bar, jumping boxes, mats.
Safety regulations + teacher training (selection of loads, progression, warning signals) [4–6].
Progress evaluation: simple tests twice a year (e.g. time in support, number of repetitions, standing long jump) – what counts is your own progress, not the ranking.
It's not about bodybuilding, it's about health, agency and character.
Strong children (in body and mind) are strong adults – healthier, more resilient, ready to take responsibility.
Instead of being afraid of this force, let us learn to support it wisely: safely, consistently and with empathy.
FAQ
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1. Ile ruchu potrzebuje dziecko i nastolatek?
Recommendations call for at least 60 minutes of moderate-to-vigorous activity per day. Three days a week should include muscle- and bone-strengthening activities (e.g., jumping jacks, sprints, resistance band exercises, and pull-ups). This is a "healthy" dose, not a performance level [1,2].
FAQ
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2. Czy trening siłowy jest dla młodych bezpieczny?
Yes, provided supervision and proper technique are followed. AAP, international consensus, and NSCA guidelines support the safety and effectiveness of resistance training in developmental age. The risk of injury can be lower than in many team sports when the program is well-planned [4–6].
FAQ
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3. Od jakiego wieku można zacząć?
Readiness, not age, is key: the ability to follow instructions, basic balance, and a willingness to cooperate. Simple forms (jumps, supports, resistance bands) can be introduced in younger grades; light external loads – when the child maintains correct technique throughout the full range of motion [4–6].
FAQ
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4. Czy „ciężary hamują wzrost”?
This is a myth. Well-executed programs do not adversely affect growth. The key is low/moderate loads, gradual progression, emphasis on technique, and supervision by a competent person [4–6].
FAQ
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5. Co z dziewczynkami – czy „urosną im mięśnie”?
Resistance training for girls improves strength, coordination, and bone density—these are health goals. "Overbuilding" without a specialized, intensive program and diet does not occur; comprehensive development and safety are the priorities [4–6].
FAQ
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6. Czy aktywność fizyczna naprawdę pomaga psychicznie?
Reviews and meta-analyses confirm that exercise interventions reduce symptoms of depression in children and adolescents. The best results are often observed in children aged 13+ and with three sessions per week, although regularity and individual adaptation are often more important than a "perfect prescription" [7,8].
FAQ
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7. Jak połączyć siłę z bieganiem i grami?
Alternate. Strength builds the "engine" (stability, power, injury prevention), and games develop endurance and relationships. Example: 2 days of strength + 2 days of games/movement + 1 day of family recreation (bicycle, walk). This fits into a weekly pool of ≥60 minutes per day [2].
FAQ
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8. My teenager is embarrassed to go to the gym. What should I do?
Start at home – a short, simple plan three times a week (chair squats, squats, resistance band pulls). Track your progress only. Step two: a small group of peers at school. Step three: the school gym during quieter hours. Small successes build motivation.
FAQ
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9. Szkoła nie ma sprzętu – czy ma to sens?
Yes. With resistance bands and a pull-up bar, you can complete a great program: squats, lunges, pull-ups, band push-ups, and low jumps. Over time, add light dumbbells/kettlebells. Safety and progression are paramount [2,4–6].
FAQ
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10. What does a safe training unit look like?
5–10 min warm-up (marching, mobilization), 3–5 main exercises (squat, hip hinge pattern, pull, push, support/jump), 2–3 sets of 6–12 repetitions, 60–90 s rest, finish with easy breathing/stretching. No sharp pain, smooth movement, technique before lifting [4–6].
FAQ
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11. Czy same gry zespołowe wystarczą?
Games are great, but the element of strength complements them, improving performance and reducing the risk of injury. Guidelines emphasize including musculoskeletal activity throughout the week (≥3 days/week) [1,2].
FAQ
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12. Co, jeśli dziecko ma nadwagę lub chorobę przewlekłą?
It's worth consulting a pediatrician, but gentle resistance training is often recommended – it increases strength without excessive joint strain, making running and playing easier later on. The program is tailored to the individual, with an emphasis on technique and safety [4].
FAQ
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13. Czy ruch poprawia wyniki w nauce?
Evidence suggests that activity—including strength—can support cognitive function, attention, and task-oriented behavior. It's not a "magic pill," but a wise component of school-based learning hygiene [1,11].
FAQ
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14. Jak rozmawiać z dorosłym, który „nie ma siły”?
Respectfully and without judgment. Invite: "Come for 15 minutes – I'll show you an exercise I learned." Adults need small successes too. One walk or 10 squats is the beginning of change – for both the child and the parent.
Bibliography
1. Bull FC, Al-Ansari SS, Biddle SJH, et al. World Health Organization 2020 guidelines on physical activity and sedentary behavior. Br J Sports Med. 2020;54(24):1451-1462. doi:10.1136/bjsports-2020-102955.
2. Centers for Disease Control and Prevention. Physical Activity Guidelines for School-Aged Children and Adolescents [Internet]. 2024 Jul 3 [cited 2025 Sep 19]. Available from: https://www.cdc.gov/physical-activity-education/guidelines/
3. World Health Organization. Physical activity – Fact sheet [Internet]. 2024 Jun 26 [cited 2025 Sep 19]. Available from: https://www.who.int/news-room/fact-sheets/detail/physical-activity
4. Stricker PR, Faigenbaum AD, McCambridge TM; Council on Sports Medicine and Fitness. Resistance Training for Children and Adolescents. Pediatrics. 2020;145(6):e20201011. doi:10.1542/peds.2020-1011.
5. Lloyd RS, Faigenbaum AD, Stone MH, et al. Position statement on youth resistance training: the 2014 International Consensus. Br J Sports Med. 2014;48(7):498-505. doi:10.1136/bjsports-2013-092952.
6. Faigenbaum AD, Kraemer WJ, Blimkie CJR, et al. Youth resistance training: updated position statement paper from the National Strength and Conditioning Association. J Strength Cond Res. 2009;23(5 Suppl):S60-S79. doi:10.1519/JSC.0b013e31819df407.
7. Recchia F, Bernal JDK, Fong DY, et al. Physical Activity Interventions to Alleviate Depressive Symptoms in Children and Adolescents: A Systematic Review and Meta-analysis. JAMA Pediatrician. 2023;177(2):132-140. doi:10.1001/jamapediatrics.2022.5090.
8. Wang X, Cai ZD, Jiang WT, et al. Systematic review and meta-analysis of the effects of exercise on depression in adolescents. Child Adolesc Psychiatry Ment Health. 2022;16(1):16. doi:10.1186/s13034-022-00453-2.
9. World Health Organization. WHO guidelines on physical activity and sedentary behavior [Internet]. Geneva: WHO; 2020 Nov 25 [cited 2025 Sep 19]. Available from: https://www.who.int/publications/i/item/9789240015128
10. Centers for Disease Control and Prevention. What Counts for Children and Teens [Internet]. 2024 Jan 8 [cited 2025 Sep 19]. Available from: https://www.cdc.gov/physical-activity-basics/adding-children-adolescents/what-counts.html
11. Robinson K, Houston M, Ottenbacher K, et al. Effects of Resistance Training on Academic Outcomes in School-Aged Youth: A Systematic Review. Sports Med Open. 2023;9:119. doi:10.1186/s40798-023-00614-7.