STRENGTH TRAINING IN PHYSICAL EDUCATION CLASSES FOR STUDENTS IN GRADES 5–6: THE EXPERIENCE OF US SPECIALISTS

Abstract

Topicality. In the context of modern society, characterized by increasing levels of hypodynamia, digital dependency, and a decline in physical activity among school-aged children, the issue of ensuring high-quality physical education has become particularly significant. According to data from the World Health Organization (WHO), the majority of children and adolescents fail to meet the recommended level of daily physical activity, which contributes to the early development of chronic diseases, postural disorders, obesity, and low muscular tone, even at primary school age.Purpose. To summarize and analyze the experience of implementing elements of strength training in physical education classes for 5th-6th grade students in the United States, with a focus on methodological approaches, principles of safe training load, and practical forms of lesson organization, and to substantiate the possibilities of adapting this experience to the context of Ukrainian school education.Research methods: analysis, generalization of scientific literature: on resistance training for youth and children (Faigenbaum, A.D. and Stricker, P.R.), Review of scientific articles: on assessing the reach, effectiveness, implementationand maintenance of a strength training program for adolescents (Kennedy, S.G. and Lee, Z.). Regarding methodological recommendations for strength training of students, (Moskalenko N. V., Sorokolit N. S., Turchyk I. Kh., Shiyan B. M. and Myers A.)Results. The synthesized findings of the scientific literature make it possible to formulate the following key results: Firstly, American researchers consistently report the positive effects of strength training for children aged 10–12, provided that sessions are properly structured. When conducted under the supervision of a qualified specialist and inaccordance with age-appropriate guidelines, strength training not only does not pose health risks but also contributes to the harmonious development of the musculoskeletal system, strengthening of joints, and improvements in posture and overall well-being.Secondly, methodological frameworks proposed by the AAP and NSCA emphasize the necessity of incorporating bodyweight exercises, gradual load progression, technical accuracy, individualization, and inclusivity.These principles ensure that strength training is both accessible and effective for diverse groups of students, irrespective of their initial fitness levels.Thirdly, instructional models used in the United States demonstrate notable flexibility andpedagogical adaptability. Approaches such as short strength circuits, station-based training (PE circuits), and game- oriented formats facilitate the integration of strength-related components into standard physical education lessons without compromising curricular requirements and while sustaining student engagement. The combination with aerobicactivities, the application of color-coding strategies, and the adjustment of exercise difficulty further contribute to creating optimal conditions for effective learning.Conclusions. The U.S. experience in integrating strength training elements into school physical education programsis scientifically substantiated, pedagogically balanced, and practically adaptable. Implementing similar practices withinthe Ukrainian educational system, while taking into account national characteristics, human resources, and material-technical capacities represents a promising direction for the modernization of physical education in Ukraine.