Vertical jumping is a fundamental motor skill that develops rapidly in early childhood, yet the biomechanical contribution of arm swing in preschool-aged children remains unclear. This study aimed to investigate how arm swing influences countermovement jump (CMJ) performance in typically developing children aged 3 to 6 years. A total of 411 children (53.5% girls; mean age: 4.9 ± 1.1 years) from four European cities participated in this cross-sectional study. Each child completed five CMJs with and without arm swing using the Optojump system, measuring variables such as jump height, flight time, contact time, power, the reactive strength index (RSI), pace, and verticality. The results revealed a significant increase in jump height when using arm swing for both boys (+15%) and girls (+12.5%) (p < 0.001), yet power output, the RSI, pace, and verticality decreased significantly (p < 0.05). These findings suggest that preschool children are not yet biomechanically efficient in integrating arm movements into vertical jumping due to immature neuromuscular coordination. Although arm swing improves jump height, it does not enhance overall movement efficiency at this developmental stage. This study highlights the need for multidimensional and age-appropriate assessment protocols to better understand motor integration during early childhood.

The purpose of this paper is to determine the relevance of turning the camera on or off during distance learning as an argument for active or passive student participation. Seventy-five (75) students participated in the study and were divided into five groups (1-5) according to teaching method (i.e., synchronous instruction online with camera (1) and without camera (2), synchronous transmission of the recording online with camera (3) and without camera (4) and received the online instruction (5)) only. In the beginning and at the end, all students were tested with the same adapted test to determine general physical and motor status. All groups had the same training program twice a week for 45 minutes for 7 weeks. The first training of the week was dedicated to strength development, the second to endurance. In the end, all participants completed a questionnaire to determine their additional physical activity and how they felt about using a camera. The camera being turned on was identified as a factor that made participants uncomfortable but contributed significantly to the effectiveness of the course. However, 94.6 % of all participants cited non-camera methods as their favourite.

Background/Objectives: Running is among the most prevalent forms of physical activity in preschool-aged children and constitutes a fundamental component for the effective execution of other motor patterns. The main aim of this study is to determine how fundamental running parameters change with age and whether there are differences between sexes. Methods: Four-hundred and five pre-school children with the mean (SD) age = 4.9 (1.1) years, height = 111.2 (9.3) cm, weight = 20.0 (4.2) kg, 53.5% girls were recruited from 34 kindergartens in four major cities. The inclusion criteria involved children aged 3–6 years with typical development and without any locomotor or mental disorders and diseases, who were enrolled in day care. Running performance was assessed in preschool children using a 10-m sprint test. Sprint parameters were measured with the OptoJump modular system, an infrared platform that accurately quantifies kinematic variables. Sex (boys vs. girls) and age (3 to 6 years old) differences were calculated by using analysis of variance (ANOVA) or Kruskal–Wallis H-test with post hoc comparison test between the groups. Results: In general, the results indicated that statistically significant differences between boys and girls were observed across the following levels: (1) temporal–kinematic step phase, (2) spatiotemporal movement characteristics, and (3) propulsive phase as an indicator of muscular activity. However, these differences were not consistent across all age groups. Conclusions: This study provides new insights into the spatiotemporal characteristics of running in preschool-aged children. The findings may assist in the early identification of potential motor deviations and in the planning of more effective strategies to promote physical activity during the preschool period.

This study examined associations between vertical jump without arm swing and running biomechanics in 405 preschool children aged 3–6 years (53.5% girls) from kindergartens in Slovenia and Croatia. Vertical jump (CMJ) and 10-metre sprint performances were assessed using the OptoJump system, which captured temporal and spatial parameters, from which additional performance indices were derived. No significant sex differences were observed in jumping, while boys demonstrated higher running speed, shorter stride and swing times, and shorter ground contact phases. Moderate correlations were found between jump height, flight time, reactive strength index, and running speed, step length, and foot-ground contact duration, indicating shared biomechanical and functional mechanisms between jumping and running already present in early childhood. Individual variability was pronounced, highlighting the importance of personalized movement activities over sex-based differentiation. The findings suggest that activities targeting jumping mechanics may simultaneously support running efficiency, contributing to integrated locomotor skill development in preschool children. Limitations include the cross-sectional design and partial sprint measurement.