Knowledge gaps in resistance training: An international survey on common beliefs

Vollständiger Abstract

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Introduction & Purpose Resistance training (RT) is an important exercise modality across diverse settings and populations (Lohmann et al., 2026; Westcott, 2012). Although RT was long informed primarily by anecdotal knowledge, scientific research has expanded rapidly since 1945 (Nuzzo, 2021), with particularly strong growth in recent years. Whether this growing evidence base is effectively translated into practice and education remains unclear. Previous studies indicate that practitioners demonstrate limited knowledge of fundamental RT principles (McGladrey et al., 2014) and recreational lifters often fail to distinguish evidence-based statements from misconceptions (Unger et al., 2025). Methods To determine whether findings by Unger et al. (2025) in Carinthia (Austria) generalize to a broader audience, we conducted an international survey assessing 13 RT- related beliefs, covering topics such as flexibility, sex-based hypertrophy, and menstrual cycle-based programming. The statements were developed through discussions with researchers and practitioners. Participants responded with ‘True’, ‘False’, or ‘Generalized statement not possible’. The evidence base was derived primarily from systematic reviews published over the past 15 years; where unavailable, narrative reviews and high-quality randomized controlled trials were used. One-sided exact binomial tests assessed whether responses consistent with current evidence exceeded predefined thresholds of >50% and ≥80%, the latter reflecting the anticipated high level of knowledge within the target audience as suggested by previous research (McGladrey et al., 2014; Siegel et al., 2026). Participants were recruited through academic institutions in Europe and the Americas and via social media. Statistical significance was set at p < 0.05, with 95% confidence intervals. Results The convenience sample included 500 participants (75.2% male, 24.6% female, 0.2% preferred not to disclose), with a mean age of 38.6±15.4 years and 12.6±12.4 years of structured RT experience. Participants resided in 43 countries, with the majority originating from Europe (n=251) and North America (n=199). Most (n=480) were actively engaged in RT, and approximately 60% (n=301) held a Bachelor’s, Master’s, or doctoral degree. Social media and video platforms (n=401) were the most frequently reported sources of scientific information, followed by scientific databases and academic journals (n=264). Although approximately 70% (9/13) of the statements were correctly identified by the majority, only 30% (4/13) were correctly identified by at least 80% of participants. Discussion The findings align with previous survey-based research on RT and suggest persistent shortcomings in translating scientific evidence into practice and education. Despite, or perhaps partly as a consequence of, the substantial growth of RT research, outdated beliefs may continue to persist even among individuals with considerable training experience and academic backgrounds. However, because more than two-thirds of participants were recruited from Germany and the United States, caution is warranted when generalizing these findings to other populations. Future studies should examine more diverse geographical and educational contexts and evaluate targeted approaches to improve the translation of scientific evidence into practice and education. Conclusion RT-related misconceptions remain prevalent, highlighting persistent challenges in translating scientific evidence into practice and education. References Lohmann, L. H., Afonso, J., Behm, D. G., Siegel, S. D., Keiner, M., Wirth, K., Blazevich, A. J., Helms, E. R., Spence, A. J., & Warneke, K. (2026). What is resistance exercise? A review of current uses and potential ways forward. European Journal of Applied Physiology. https://doi.org/10.1007/s00421-026-06148-2 McGladrey, B., Hannon, J., Faigenbaum, A., Shultz, B., & Shaw, J. (2014). High school physical educators’ and sport coaches’ knowledge of resistance training principles and methods. J Strength Cond Res, 28(5), 1433–1442. Nuzzo, J. L. (2021). History of Strength Training Research in Man: An Inventory and Quantitative Overview of Studies Published in English Between 1894 and 1979. J Strength Cond Res, 35(5), 1425–1448. https://doi.org/10.1519/JSC.0000000000003959 Siegel, S. D., Afonso, J., Thomas, E., Sproll, M., Zech, A., Plöschberger, G., Konrad, A., Behm, D. G., Wilke, J., Schleip, R., & Warneke, K. (2026). Effects of foam rolling and the knowledge-to- action gap : are practitioners ’ beliefs supported by the evidence ? An international survey study. BMC Sports Sci Med Rehabil, 18:104. https://doi.org/10.1186/s13102-025-01514-7 Unger, A., Mosgan, C., Wolte, C., Pettauer, S., & Wilke, J. (2025). Knowledge of gym goers on myths and truths in resistance training. Scientific Reports, 15(1), 1–9. https://doi.org/10.1038/s41598-025-87485-8 Westcott, W. L. (2012). Resistance training is medicine: Effects of strength training on health. Current Sports Medicine Reports, 11(4), 209–216. https://doi.org/10.1249/JSR.0b013e31825dabb8