Why should strength training be the foundation of physical education in school?
A guide for students, parents, teachers and seniors – in simple words
Introduction
Strength training (also known as resistance training) isn't just about lifting weights. It also includes squats, pull-ups, lunges, planks, and jumps and landings. Global guidelines are clear: it's important to regularly strengthen muscles at any age – children, adolescents, adults, and seniors [1–3]. This document shows why and how to safely incorporate strength training into school (and everyday life).
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What do we gain? Stronger muscles mean better blood sugar control, more energy, and a more efficient heart. Muscles release "myokines"—signals to the brain, bones, and organs [8–9].
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Brain and mood. Physical activity supports concentration and well-being; mechanisms include BDNF, a protein important for memory [11–12].
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Bones. Weight-bearing exercises (jumping, strength training) build stronger bones during the growth period [13–14].
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Safety. Well-conducted activities are safe; the risk of injury is lower than in many contact sports [3–5,7].
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How often? 2–3 times a week is enough to start seeing results. At school, you can combine PE and extracurricular activities [1–4].
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Equipment: To start, all you need are resistance bands, mats, light dumbbells, and a pull-up bar. The most important things are the rules and adult supervision.
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Why school? Because it's the easiest place for every child to have equal access to safely strengthening their muscles and bones.
Executive summary (in short)
1. What is strength training – in simple words
Strength training involves exercises in which a muscle works against resistance. This resistance can include: body weight (e.g., squats, pull-ups, pull-ups with a band), resistance bands, dumbbells, a youth barbell, a medicine ball, school supplies (box, bench), as well as jumping and landing exercises (which also place stress on the bones). Who is it for? Everyone – children, teenagers, adults, and seniors. Good technique, gradual progression, and the supervision of an instructor or teacher are important [1–5].
2. Why does it work? (The "humans" version)
Muscles are your "health laboratory." When you strengthen them, they are better able to uptake glucose from the blood thanks to the GLUT4 transporter—this promotes insulin sensitivity [8]. In overweight individuals, even twice a week for 16 weeks improved insulin sensitivity [10].
Myokines – secret messages from muscles. During exercise, muscles send signals (myokines) to the body that “talk” to the brain, bones, liver, and fat tissue – helping the entire body function more efficiently [9].
The brain thrives on movement. In young people, physical activity improves attention, memory, and mood [11]. Some scientists attribute this to BDNF, a protein that helps neurons grow and form connections [12].
Bones are like armor. Jumping, landing, and strength training during the growth period help build a stronger "skeleton for years to come" [13–14].
Fewer injuries. Strength training programs significantly reduce injuries – both sudden and overuse [7].
3. Safety and myths (short and to the point)
Myth: "The gym stunts growth."
Fact: With good supervision and technique, strength training does not stunt growth or damage growth plates [3–5].
What should you do to be safe? Warm up for 10–15 minutes; learn the technique before adding weight; progress in small steps (5–10% per week or every few lessons); use the "STOP" signal if you experience acute pain or dizziness; and ensure constant adult supervision and record your exercises/weights [3–4].
1RM in school? There's no need. Submaximal testing and simple functional tests (e.g., planks, standing up from a chair) are sufficient to assess progress.
4. How to implement it at school – step by step
Frequency: Start with 2–3 short units per week (20–45 minutes). This could be 1× PE + 1–2× extracurricular activities [1–4].
Lesson structure (example 30–40 min):
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10–12 min warm-up (movement games + mobility).
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18–22 min strength block – 6–8 full body exercises (squat, hip hinge, push/pull, core, balance, jumps and landings).
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3–5 min cool down/breathe.
Equipment – “minimum” version: mats, bands, dumbbells 1–10 kg, pull-up bar, box/step, medicine balls, possibly youth barbells 5–10 kg.
Staff: PE teacher trained in working with youth or S&C instructor. Supervision and control of technique are paramount [3–5].
Success measures: attendance, satisfaction, number of correct repetitions, plank time, landing technique, fewer injuries per 1000 hours of physical education [7].
Starting parameters (beginner): 1–3 sets × 8–15 repetitions, moderate feeling of effort, technique more important than weight [3–4].
5. Start-up plan – 8 weeks (for schools and community centers)
Goal: Learn the technique, feel the progress, and enjoy the movement. Frequency: 2 times a week, 30–40 minutes.
Weeks 1–2 (learn movements): bench squat, band deadlift, wall/bench push-up, band row, plank, bird-dog, jumping in place + practice landing softly. 1–2 sets × 10–12 reps (25–30 min + warm-up/cool-down).
Weeks 3–5 (gentle progression): Same, but add light dumbbells or a stronger band; learn the single-leg version. 2–3 sets × 8–12 reps.
Weeks 6–8 (consolidation): 6–8 full-body exercises; more challenging versions are available (e.g., push-ups on a lower plate). 2–3 sets × 8–10 reps; jumps and landings only with full control.
Rules: technique over weight; progression in small steps; rests 60–120 seconds; drinking water; no acute pain.
6. Questions and Answers (more detailed explanations)
1. At what age can you start?
When a child can follow instructions and maintain simple technique, this often happens in younger grades. Initially, we use our own body and resistance bands. The most important elements are a warm-up, learning the movements, and careful adult supervision [3–4].
2. Does strength training stunt growth?
No. This is an old myth. Research and expert opinions are clear: well-planned, supervised training does not stunt growth or damage growth plates. The risk of injury is lower than in many contact sports. Rules and care are key [3–5].
3. How often should you train in a school setting?
Two to three short sessions per week are sufficient. These can be combined with physical education and extracurricular activities. WHO and national guidelines also recommend regular muscle strengthening and bone-building activities several times a week [1–2].
4. How to choose the weight and repetitions to start with?
We start with 1–3 sets x 8–15 repetitions with light/moderate resistance. If technique is stable and breathing is calm, we add a small increment (e.g., a stronger band, +1–2 kg). We're not aiming for records – what matters is repeatable, good technique [3–4].
5. Will girls benefit as much as boys?
Yes. Strength adaptations and jumping ability increase in both sexes. It's worth varying exercise options and progression rates, but effectiveness applies to all [6].
6. What about "blood sugar" and insulin resistance?
Muscle strengthening facilitates glucose uptake (GLUT4) and improves insulin sensitivity [8]. In a study of overweight adolescents, twice weekly for 16 weeks significantly improved insulin sensitivity – even without changes in body weight [10].
7. Does strength training reduce injuries?
Yes. Meta-analyses show a significant decrease in injuries in people who participate in strength training programs – including overuse injuries [7].
8. “Strength makes you stronger” – will your fitness decline?
No. Strength training complements running or swimming. Guidelines recommend a mix of aerobic and muscle- and bone-strengthening activities – this is the healthiest combination [1–2].
9. Do you need an expensive gym?
No. To start, resistance bands, mats, light dumbbells, a box/step, and a pull-up bar are all you need. Safety and care are paramount [3–4].
10. Who can conduct classes?
A physical education teacher with training in strength training for youth or a motor preparation instructor. The principle of close supervision and technique correction always applies [3–5].
11. What are the main safety rules?
Warm-up, technique before lifting weights, progression in small steps, breaks for breathing and water, no acute pain, recording exercises and well-being [3–4].
12. Is it necessary to test 1 repetition maximum (1RM)?
Not at school. It's better to use functional tests (plank, squat, standing long jump) and submaximal tests. This approach is safer and sufficiently reliable at the school level [3–4].
13. Is it also good for non-athletic or overweight people?
Yes – it's one of the most inclusive forms. Everyone can adapt the resistance to their needs, see progress, and feel empowered. It's an important gateway to a healthier lifestyle [1–3,10].
14. What about learning and mood?
Exercise promotes concentration, memory, and well-being. The mechanisms vary (from better sleep to proteins like BDNF), but the trend is positive [11–12].
15. What are the arguments for the management and parents?
International guidelines recommend muscle strengthening at all ages [1–3]; well-conducted activities are safe and reduce injuries [3–5,7]; and they are a cost-effective way to improve the health of the entire school community [15].
16. How to measure progress without records on the bar?
Plank time, number of repetitions in the allotted time while maintaining movement quality, quality of landing after the jump (soft, knees straight), sit-up test, subjective feeling of exertion (RPE) and recovery diary (sleep, energy).
7. Summary
Strength training at school is a simple, affordable, and safe way to help every child (and adult in the community) become fitter, healthier, and more confident. All you need are clear rules, a well-designed plan, and adult supervision. Let's start – small steps, but consistently.
Bibliography
1. World Health Organization. WHO guidelines on physical activity and sedentary behavior. Geneva: World Health Organization; 2020.
2. UK Chief Medical Officers. UK Chief Medical Officers' Physical Activity Guidelines. London: Department of Health and Social Care; 2019.
3. Stricker PR, Faigenbaum AD, McCambridge TM; Council on Sports Medicine and Fitness. Resistance training for children and adolescents. Pediatrics. 2020;145(6):e20201011.
4. Faigenbaum AD, Kraemer WJ, Blimkie CJR, Jeffreys I, Micheli LJ, Nitka M, et al. Youth resistance training: updated position statement paper from the National Strength and Conditioning Association. J Strength Cond Res. 2009;23(Suppl 5):S60–S79.
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11. Lubans DR, Richards J, Hillman CH, Faulkner G, Beauchamp MR, Nilsson M, et al. Physical activity for cognitive and mental health in youth: a systematic review of mechanisms. Pediatrics. 2016;138(3):e20161642.
12. de Menezes-Junior FJ, Jesus IC, Brand C, Mota J, Leite N. Physical exercise and brain-derived neurotrophic factor concentration in children and adolescents: a systematic review with meta-analysis. Pediatr Exerc Sci. 2022;34(1):44–53.
13. MacKelvie KJ, Khan KM, Petit MA, Janssen PA, McKay HA. A school-based exercise intervention augments bone mineral accrual in early pubertal girls. J Pediatrician. 2003;143(3):355–362.
14. Petit MA, McKay HA, MacKelvie KJ, Heinonen A, Khan KM, Beck TJ. A randomized school-based jumping intervention confers site- and maturity-specific benefits on bone structural properties in girls: a hip structural analysis study. J Bone Miner Res. 2002;17(3):363–372.
15. World Health Organization. Global status report on physical activity 2022. Geneva: World Health Organization; 2022.
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