PROLOGUE — Space or a child's spine?
In a world capable of sending probes into orbit and photographing distant galaxies, it's still difficult to guarantee that every child can do a pull-up or ten easy push-ups. This isn't an opposition to big technology. It's a question about the hierarchy of values: whether we can invest with equal passion in what builds people here and now—in their bodies, brains, and relationships.
We marvel at the trajectory of rockets, but we lose sight of the trajectory of a young person's development. As the body weakens, so too does willpower, concentration, and a sense of agency. School, which is supposed to nurture adulthood, cannot remain hostage to treadmills and elliptical trainers. It needs a space where movement is diverse, multifaceted, colorful, and simply engaging. This is how habit is born. This is how strength is born that pays off—biologically, mentally, and socially.
PART I – Spectacular investments vs. strategic investments
Public and school budgets are eager to fund things that look good in photos: a new stadium, an arena, running tracks, and inside, rows of gray and black machines. However, the "wow" effect is often short-lived, and the capacity of such devices is limited (1 device = 1 person). As a result, young people wait in line, become bored, and the teacher manages time instead of movement. Instead of a single line of movement (forward-backward, up-down), we need a map of movement: pushing, pulling, hovering, rotation, lifting, carrying, stabilizing, working unilaterally and in pairs.
A strategic investment is one that expands choice and engages many students simultaneously. The TYTAX training module meets both requirements: it offers over a thousand exercises in a very small space and allows at least fifteen students to exercise simultaneously, with a natural rhythm of paired collaboration and station rotation. Instead of purchasing five treadmills, we buy a single module and run dozens of movement patterns simultaneously.
PART II - The Biology of Strength: The Foundation of Health and Learning
Muscle strength isn't an athlete's whim. It's a safety system for the entire body. It strengthens bones and joints, improves glucose and insulin metabolism, stabilizes posture, and supports brain function—because better circulation and breathing mechanics affect attention, memory, and mood. In the classroom, this translates into more relaxed sitting, greater cognitive endurance, and a quicker return to the task after a break.
When a child experiences regular, varied, and challenging stimuli in a safe environment, not only does their physical abilities improve. They also develop a sense of self-efficacy: "I can do it," "I'm capable of it ," and "I can do it."
This psychological dividend is priceless and accumulates over time.
PART III – The Story of Jacob and Adam (Environmental Architecture)
Two boys, same school, same PE.
Jacob is tall, fast, "always on the move." Adam is shorter, unsure, "not for me."
In the old PE gym setup, it looked the same: a run on the treadmill, a moment on the elliptical trainer, then a bike ride. Jakub was doing well, Adam was waiting for his turn to pass. Boredom, no progress, no joy.
After the change, the room received the TYTAX module. The teacher divided the class into small groups: frontal plane pushes, vertical pulls, anti-rotation, transfers, hanging work, and squats with various levers. Everyone found something for themselves. Jakub explored more challenging setups, Adam started with easier ones, but saw progress each week—literally at the next station.
The architecture of the movement changed the narrative. Adam stopped "doing PE." He started waiting for him.
PART IV – The Risks of a “Weak Body”
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Spine and joints: overload pain, instability, limited range of motion - already in the teenage years.
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Metabolism: greater risk of overweight/obesity and insulin resistance, slower recovery.
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Brain and mood: poorer concentration, weaker resistance to stress, less willingness to take on challenges.
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Injuries: poor strength = poor body control; injuries in everyday activities and amateur sports.
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Loss of motivation: the monotony of cardio equipment dampens the joy of exercise; lack of choice = quick resignation.
Standard philosophy (in 3 sentences)
No more "gray and black" gyms. Instead of treadmills, elliptical trainers, ergometers, and traditional cages, there's one central TYTAX training module (school configuration) that allows for over 1,000 exercises and the work of at least 15 students simultaneously. The goal is to fully stimulate the entire body and brain across multiple planes of movement, with the joy of choice and the constant discovery of possibilities.
Minimum (90 day launch)
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TYTAX training module – school configuration (multi‑station): ≥1000 exercise variants; pushing/pulling in many planes, squatting/extending, hanging, rotations, lifting/carrying, stabilization; quick changeover and multi‑level adjustment.
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Capacity: parallel training of ≥15 students on one module (in 1:1 pairs – up to 30 students in rotation).
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EDU accessory set: various functional handles/bars, belts and ropes for pulling, rings, rubber bands/tapes (mini/medium/large), medicine balls/slam balls, sliders; 4–6 colorful adjustable benches.
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Space and safety: work zones at the module, anti-slip mats, exercise pictograms and safety rules.
PART V - THE SCHOOL DREAM GYM STANDARD
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Accessibility: aisles ≥120 cm, turning radius 150 cm, low starting points, height adjustments for diverse learners.
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Work organization: 15 stations × 2 people = 30 people at the same time; rotations every 2–3 minutes, 3–4 circuits → training 25–30 min.
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Occupational health and safety: first aid kit, regulations, checklist at the entrance, changeover procedures.
Ultimately (12–24 months)
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A cardio-free progress measurement system: grip dynamometer, jump mat/jump meter, simple power and stability tests with quick results recording; progress dashboard and proficiency badges.
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Recovery and mobility zone: rollers, balls, breathing sequences; pre-/post-training protocols.
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Environment and acoustics: bright colors, acoustic panels, music to rhythmically accompany the circulation; "School Gym Dreams" branding.
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TYTAX modular expansion: second module (mirror/complementary) or extension of the current one – more parallel stations, more movement planes.
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Specialized stations within the module: 3D rotations, anti-rotation, unilateral work, variable lever hangs/hangs.
Why TYTAX at school (in short)
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≥1000 exercises per module → continuous curiosity and choice for students.
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≥15 people at the same time → effective PE lesson and extracurricular activities.
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Quick changeover and safe guidance → lower starting barrier, greater fluidity of classes.
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Color and form → an environment you want to come back to; no more "gray and black" gym.
What We Intentionally Don't Buy (and Why)
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Treadmills, elliptical trainers, rowing ergometers, spinning bikes, steppers – low throughput (1 device = 1 student), monotony, single plane of motion. We do cardio on the field and in games.
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Cages/power racks, classic barbell + weight sets, and isolated machines limit variety and aesthetically “gray” the space; the TYTAX module provides greater safety, smoother classes, and many more exercise options per square meter and minute.
Quality and health and safety parameters (acceptance checklist)
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Protection of all mounting points, locks and guides; no sharp edges; non-slip surfaces.
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Clear markings of loads, difficulty levels and adjustment ranges; pictorial instructions at the stations.
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Adjustable seats/supports and starting points for students of different heights and abilities; inclusion of students with disabilities.
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“3K” procedure: Station control → Short instructions → Start/stop command; constant teacher supervision.
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Training in pairs: belaying, counting, feedback; culture of safety and kindness.
PART VI - 90-Day Launch Plan
Days 1–14: Diagnosis and preparation. Baseline tests (relative strength, mobility, balance), staff training in module operation, establishing occupational health and safety regulations and rules, and marking the space.
Days 15–45: Equipment and piloting. Delivery of the TYTAX module and accessories, station setup, pilot lessons with small groups, and gathering feedback from students and teachers.
Days 46–75: The real start. Class rotation schedule, implementation of progress cards, first in-school "movement challenges."
Days 76–90: Stabilization and celebration. Summary of results, organizational adjustments, open house for parents and seniors.
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Relative strength: pull-ups/regressions, squats/stands, hang time; progress every 4–6 weeks.
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Functional fitness: range of motion, trunk control, anti-rotation tests.
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Well-being: short scales of well-being after classes, joy and willingness to return.
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School functioning: attendance at PE, readiness for activity, fewer injuries.
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Participation of families and seniors: number of joint activities, declarations of satisfaction.
PART VII – Indicators and results monitoring
PART VIII - Frequently Asked Questions (FAQ)
1. Is strength training safe for children?
Yes—with proper technique, gradual progression, and supervision. We start with simple patterns and teach movement control.
2. Won't this take away from studying time?
Exercise improves concentration, memory, and emotional regulation. Students learn faster and more calmly.
3. Do we need a large room?
No. The TYTAX module provides very high function density in a small space – this is its advantage.
4. Will we lose fitness without a treadmill?
No. We develop fitness through games and runs on the field; in the gym we build strength and control, which are the foundation.
5. What about students with disabilities?
We enable them through height adjustments, starting points, and task individualization.
6. Will we lose fitness without a treadmill?
No. We develop fitness through games and runs on the field; in the gym we build strength and control, which are the foundation.
7. How do we measure progress?
Simple tests: grip, hover, jump, functional skills; progress sheet and proficiency “badges.”
8. How many people can exercise at the same time?
At least 15 per module; in rotation - the whole class.
9. Will teachers be able to handle the service?
Yes. The module has quick setup and pictograms; we provide start-up training and instructions at the stations.
10. Is this a "body cult"?
No—this is a culture of health and agency. Aesthetics are not the goal; well-being is a side effect.
11. Where to get the funds?
We start with the bare minimum; we combine the school budget, local government, Parents' Council, grants, and local partners.
12. How do I implement the program in my school?
Contact us. We'll provide a standard, training, and 90-day plan tailored to your space.
Bibliography
1. World Health Organization. Global Action Plan on Physical Activity 2018–2030. Geneva: WHO; 2018.
2.OECD. The Heavy Burden of Obesity: The Economics of Prevention. Paris: OECD Publishing; 2019.
3. Guthold R, et al. Worldwide trends in insufficient physical activity among adolescents. Lancet Child Adolesc Health. 2020.
4. Suchomel TJ, Nimphius S, Stone MH. The importance of muscular strength in athletic performance. SportsMed. 2016.
5. Donnelly JE, et al. Physical activity, fitness, cognitive function, and academic achievement in children. Med Sci Sports Exerc. 2016.
6. UNESCO. Quality Physical Education Guidelines for Policy-Makers. Paris: UNESCO; 2015.