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

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

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