Abstract
With the growing availability of strength training information through online platforms and social media, there is an increasing need to ensure that individuals possess sufficient knowledge to train safely and effectively. Nonetheless, previous studies on strength training literacy have primarily focused on university students and have not adequately examined differences in knowledge across age groups or the roles of training experience and instruction. This study aimed to assess the knowledge of (a) targeted muscle groups and (b) proper form and movement among adults aged 20-69 years and to explore how this knowledge varies by age, sex, and experience in training and professional instruction. A total of 1000 adults (100 males and 100 females in each decade from their 20s to 60s) participated in an online survey. The participants were categorized into three groups according to their training and instructional experience. Knowledge was assessed using 10 items pertaining to targeted muscles and 18 items related to exercise form and movement. Three-way analysis of variance was conducted to analyze the associations between age, sex, and experience. Overall, 75.5% of the participants reported strength training experience, whereas 29.3% had received instruction. Knowledge of the targeted muscle groups was significantly higher in participants in their 60s than in those in their 20s (p = 0.014); however, the overall accuracy remained below 60%. No significant effect of instruction on anatomical knowledge was observed. In contrast, both training and instructional experience were positively associated with knowledge of form and movement, although the accuracy remained modest among all groups (50-60%). Sex differences in instructional experience varied by age, with older females reporting higher rates than their male counterparts. In conclusion, knowledge of strength training among adults remains insufficient, particularly regarding anatomical targets. Although instruction enhances the understanding of form and movement, it does not guarantee anatomical literacy. To improve training outcomes and safety, instructional strategies should integrate clear, structured, and pedagogically informed approaches that emphasize movement execution and muscle engagement.