Physical education undergraduates' knowledge regarding the benefits and risks of resistance training for adolescents: An exploratory analysis

Abstract

Objective: This study investigated the knowledge and perceptions of Physical Education undergraduate students regarding the benefits, risks, and prescriptive parameters of resistance training (RT) for adolescents, evaluating their alignment with consolidated scientific evidence. Methods: An exploratory, descriptive study using a quantitative approach was conducted with 84 undergraduate students. Data were collected via a structured digital questionnaire on Google Forms encompassing sociodemographic profile, personal training experience, risk/benefit perceptions, and a technical-prescriptive knowledge test. Data were analyzed using descriptive statistics (absolute and relative frequencies). Results: While over 90% of the undergraduates demonstrated updated perceptions by rejecting historical myths – such as growth impairment (91.5% disagreement) or general insecurity (92.8% disagreement) – significant technical gaps persist. Vulnerabilities were identified in neuroendocrine adaptations: 22.9% failed to recognize that a lack of testosterone does not preclude strength gains in youth, and 29.7% erroneously linked RT to flexibility impairment. Furthermore, commercial trends influenced perceptions, with 28.5% considering protein supplementation mandatory. Crucially, 86.7% of the respondents reported a complete absence of formal coursework or specific curricular units dedicated to youth strength prescription during their initial training. Conclusion: Although pre-service teachers possess a positive baseline perspective that refutes traditional taboos, they exhibit significant vulnerabilities regarding the physiological and prescriptive specificities of pediatric training. This gap appears to be associated with the reported lack of formal coursework, highlighting a valuable opportunity for evaluating curricular updates in higher education to substitute empirical common sense with evidence-based professional practice.