There is no "magic" lower age limit; what matters is readiness to learn the technique and the ability to cooperate with the instructor. Early school-age children can perform resistance exercises using body weight, resistance bands, light dumbbells, or equipment adapted to their height. The key elements are supervision, technique, small doses of stimulus, and the enjoyment of movement. As they grow older, the difficulty can be gradually increased and free weight training can be incorporated [1–4].

Yes—with qualified supervision, injury rates are low, often lower than in popular team sports. Reviews show that most injuries result from a lack of supervision or technique, not from the nature of the resistance exercises themselves. Working in small groups, monitoring progress, and establishing clear room rules are good practices [1–3,7].

Better movement control, posture, and coordination; reduced risk of injury in other activities; metabolic benefits (body composition, insulin sensitivity), and a positive impact on well-being and a sense of agency. In schools, resistance training can be combined with elements of speed, jumping, and mobility—a multi-component model [1–4,6–9].

School strength training is a movement-based education: we teach patterns (pushing, pulling, squatting, lunging, hip hinge, stabilization), technique, and progression, usually with moderate loads. Strength sports (weightlifting/powerlifting) are competitive and require specific protocols—they can be included in classes only after the foundations have been established. Bodybuilding (focusing on hypertrophy) is not the goal of school education [2–4].

In practice, 2–3 units per week of 20–40 minutes of pure resistance work, either as part of physical education or during extracurricular activities, are sufficient. We use 1–3 sets of 6–12 repetitions per movement/pattern, at a controlled tempo, with a 2–3 repetition reserve (RIR). We always begin with a dynamic warm-up and end with a cool-down. Consistency and keeping a progress journal are important [2–6].

Maximal testing should only be considered for adolescents with adequate technical experience and under close supervision; alternatives include estimation from submaximal repetitions. The literature demonstrates good reliability of selected maximal tests in adolescents, but schools do not need to use them on a daily basis—RPE/RIR estimates and indices are sufficient for programming [1–3].

Absolutely. International recommendations for girls and boys are identical: ≥60 minutes of exercise daily, with muscle- and bone-strengthening activities at least three days a week. Strength training supports bone mineral density, fitness, and self-confidence—this is especially important during a growth spurt [5–6].

For many of them, resistance training is the best introduction to exercise—they feel empowered sooner than during long runs, and studies show improved insulin sensitivity and body composition. It's worth building on early successes: simple patterns, short sets, and frequent praise for technique. Over time, we incorporate aerobic elements [8–9].

Yes, strength and neuromotor skills (stabilization, landing, braking) reduce injury rates. In children's football, the FIFA 11+ Kids program has demonstrated a significant reduction in injuries compared to a standard warm-up; similar conclusions apply to many sports if we implement consistent preventive modules [10–11].

The instructor should be familiar with pediatric movement didactics, able to teach technique, select progressions, and monitor fatigue and safety. S&C certifications (e.g., NSCA) are helpful, but pedagogical practice and working with low group:instructor ratios remain key. For schools, it's worth developing a classroom operating standard (SOP) and annual training [2–4].

Healthy children typically do not require specific testing just to begin resistance training. However, the AAP identifies groups that require consultation (e.g., uncontrolled hypertension, seizure disorders, selected cardiomyopathies, previous anthracycline therapy)—in these cases, a precautionary plan is necessary [3].

We prioritize modularity and safety: adjustable benches, resistance bands, small-increment dumbbells, youth barbells, safety cages, non-slip surfaces, clear signage, and access to sinks and ventilation. Classes can be conducted as "stations" and accommodate groups of varying fitness levels [2–4].

30–40 minute structure: (1) 6–8 minute warm-up (jumping jacks, mobility), (2) 20–25 minute pattern block (e.g., band squat, pull-up, push-up, 10–15 kg barbell/stick deadlift , farmers carry ), (3) 5–7 minute cool-down. We record RPE/RIR, teach the principles of belaying and putting away equipment. Progression: +1–2 kg or +1 set every 1–2 weeks if technique is clean [2–4].