Since we are in a time of a sedentary lifestyle, when both adults and children move less and less, and when such a lifestyle became visible through obesity, frequent illnesses, and a tendency to chronic diseases, all this led to the questioning of how kindergarten educators, as the first step in an institutional environment, can influence to changes. Since we know that parents, followed immediately by kindergarten teachers, are the first who can change this everyday life through their example, organized and planned action through physical activities, the aim of this paper was to determine how the kinesiology characteristics of kindergarten teachers influence physical activities as well as in personal life as well as in professional life and work. The research was conducted using a survey method on a sample of 246 respondents. Their morphological characteristics, attitudes, health habits and socio-economic status were monitored. The results that were obtained suggest that educators' awareness of the importance of engaging in physical activity, as well as the level of awareness of healthy eating and even health, are not sufficient incentives for engaging in more intensive physical activities. The obtained results point to a poor understanding of basic kinesiology laws about the influence of physical activity on different segments of the anthropological status of preschool children, which is certainly devastating because they show the incompetence of educators for actively conducting and planning physical activity. Also, the results point to further research into the motivation of educators for engaging in physical activity and tools that would help them put physical activity into practice.