This study clarifies the effects of early-childhood barefoot education on running step variables and ground contact patterns. Participants included 83 children: 36 attending a nursery that normally implements barefoot childcare (barefoot group) and 47 attending a nursery that does not (non-barefoot group). Running step variables (15 variables; e.g., hang time, ground contact time, and step length) and ground contact patterns (FFS: forefoot strike; MFS: midfoot strike; RFS: rearfoot strike) were analyzed during participants’ 10-m sprint and compared between groups. Proportions of FFS, MFS, and RFS were 5.6%, 11.1%, and 83.3% in the barefoot group, and 12.8%, 4.3%, and 83.0% in the non-barefoot group. Proportions of ground contact patterns showed no significant differences between groups. Running times differed significantly, with the barefoot group having shorter times than the non-barefoot group. Step variables including speed, step length, stride length, push-off time, and push-off time percentage were significantly higher in the barefoot group, whereas sole contact time and sole contact time percentage were significantly higher in the non-barefoot group. These findings suggest that children attending barefoot childcare centers may improve their running times by extending their push-off time, thereby increasing their step and stride lengths. Even children attending a nursery that normally implements barefoot childcare adopted a foot-strike pattern suitable for wearing shoes when running with their shoes. Future studies should expand the number of participating centers and participants to build on these findings.
