O objetivo deste artigo foi estabelecer uma relação entre diferentes princípios metodológicos de ensino dos jogos coletivos de invasão (JCI) e processos de especialização esportiva precoce (EEP). Considerou-se EEP como um fenômeno proveniente da imposição a crianças, de regimes de competição e treinamento voltados para o rendimento a adultos e à especificidade e limitação de experiências motoras. Apoiados na literatura, concluímos que o ensino de JCI não influencia diretamente o processo competitivo na iniciação esportiva desde que apresente variedade de métodos e seja pautado em práticas de modalidades diferentes, o que evitaria ações estereotipadas e, assim, não estimularia a EEP.

-Aims:To reveal the pedagogical principles adopted by Brazilian coaches in teaching handball to the under-12 teams (U-12). Methods: The sample included six coaches with extensive coaching experience, whose reports were collected through semi-structured interviews. The data were treated and analyzed according to the Collective Subject Discourse (CSD) method. Results: The results indicated a preference for game-centered approaches (CSD1), as they offer a complex environment in which distinct game skills can be developed (such as perception, attention, anticipation and decision making). To a lesser extent, coaches indicated their preference for teaching coordination exercises (justified by the maturation changes that take place during this period), and even less for the technique approach. Conclusion: Based on the coaches' perspective, games must be a central element to teaching U-12 teams, which permits the development of different aspects involved in decision-making during handball.

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.