Abstract Autonomous fundamental motor skills (AFMS) are understood as movements practiced in a spontaneous, voluntary manner, without any instruction or command. The aim of the study was to compare the frequency of occurrence and the quality of performance of AFMS in children during recess and Physical Education (PE) classes. Elementary school students (n= 148) from a private school were observed during recess and PE classes, and had their AFMS classified by stages (initial; elementary-emergent; proficient). All AFMS were identified in recess and PE classes, except jump. Most skills were classified in the elementary-emergent stage and were slightly more frequent during PE classes, both in the locomotor (27 vs 23%) and manipulative (31 vs 13%) categories. The AFMS frequency of occurrence was low and the classification showed poor quality at all times observed. Recess was statistically (p< 0.05) less favorable for motor development in 60% of AFMS. The low frequency of AFMS, especially during recess, and poor classification of motor repertoire suggest the need for measures to reverse the motor deficit in the school environment. Strategies are needed to promote AFMS in the school context so that they are more diverse and challenging.

Abstract Aims: To identify the teaching approaches preferred by Brazilian coaches in the U-16 and U-18 women’s teams and whether it is possible to apply long-term goals for handball training. Methods: Six experienced coaches were interviewed individually in a semi-structured format. Data were transcribed and analyzed according to the Collective Subject Discourse (CSD) method. Results: Coaches revealed a choice for the situational approach and global-functional approach in U-16 teams. In U-18 teams, coaches’ choices were for the technique and situational approaches. The change of coaches’ choice might be based on players’ specialization, suggested to U-18 teams when coaches highlighted the increased demand for performance. On players’ transition from U-16 to U-18 teams, the coaches showed less preference for the global-functional approach and increasing evidence of the technique approach. Conclusion: Global-functional and situational approaches should be given a prominent position in these teams, especially due to the development of technical-tactical aspects. However, the technical approach was recognized as a central position in U-18 teams, probably related to players’ specialization and technical improvement, although it does not offer a rich environment for the development of players’ decision making.