Abstract
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