The aims of this study were: 1) to compare anthropometric and fitness variables of high-level beach handball players across Under-19 (U-19), Under-21 (U-21) and senior male categories, and between male and female senior players and; 2) to test the correlations among those measures. A total of 70 high-level players (53 male of different ages) were evaluated for 5-m acceleration, 15-m sprint, horizontal jump, handgrip, specific beach handball throwing velocities, and anthropometric variables.Differences between age groups were tested using ANOVA. Independent T-Student test was used to compare fitness variables between male and female elite athletes, and Pearson partial correlation coefficients were calculated between each of the fitness variables using BMI and age as covariates.SPSS Software was used, and the level of significance was set at 95%. The U-21 athletes better performed on horizontal jump and 6-m throw than the U-19 athletes. Senior athletes showed better performance on horizontal jump than U-19 athletes (p≤.05). Positive correlation was seen for handgrip on dominant and non-dominant hands and 6-m throwing speed, and for handgrip on dominant hand and inflight velocity (p≤.05). Negative correlations were observed between horizontal jump and 5-m acceleration, and 15-m sprint (p≤.01 and p≤.05, respectively). Male athletes better performed than women in all the fitness tests. The study, for the first time, showed physical fitness comparisons between beach handball elite male athletes of different ages and between genders. These are key steps for coaches and athletes and may support future beach handball studies and practice.

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Too often, the motor activities for small children in kindergarten resemble or are presented as free play, or, these tasks are inspired by the desire of adults to keep children busy and happy. The focus of a motor programme in Physical Education for kindergarten children is the learning of children. A motor program well built and well presented, offers much more than just the children the opportunity to "vent" or "enjoy". Actually a quality program of Physical Education should facilitate the total development of the child in the affective-social, cognitive and motor areas. Children are able to learn to be responsible for their own actions if they are taught systematically behavior the sooner, the better. In fact you have to plan the motor and social improvement through movement experiences and games. The instructions below give some ideas of how to teach movement and social in the field of Physical Education in Early Childhood Education skills.