Scholastic chess and competitive chess How different lecture

Scholastic chess and competitive chess: How different? lecture by Karel van Delft www. chesstalent. com www. schaakacademieapeldoorn. nl

A lot in common Competitive chess and scholastic (educational) chess have a lot in common: Chess lessons, methods (varia) Didactics, empathy Psychological insights

Definitions Scholastic chess (teaching) education, personal development fun empowerment if disabilities Competitive chess (training) recreational top sport

Introduction Karel van Delft Psychologist Chess teacher and trainer Journalist www. schaakacademieapeldoorn. nl www. chesstalent. com karel@kvdc. nl

Teacher

Book ‘Schoolschaken’ (school chess)

Trainer

Book ‘Developing Chess Talent’

Video about book DCT § Book about developing chess talent and creating a chess culture: Coaching, training, organization, communication § IM Merijn van Delft presents book in a video www. youtube. com/watch? v=DGgr-Nnt. MNs

Mark Dvoretsky, Armen and Thomas with DCT

Differences and similarities Similarities § Learning rules and basis techniques § Deliberate practice (what, how, where, when, why) § Variation, participation and fascination § Empathic qualified trainer § Seventeenth chess piece (self reflection, self management, study attitude) § Social, emotional, cognitive, meta-cognitive aspects § Role of parents Differences § Focus: result or education § Ambitions § Amount of time involved § Content training in later stages

Not often asked questions about scholastic chess benefits and transfer § A lot of research: chess education benefits for personal development § Often unclear: what chess is teached and how (French opening, tactics, etc) § How to teach, role of teacher (e. g. discovery learning, frontal teaching, empathy) § Effects on social, emotional, cognitive, meta-cognitive aspects

Transfer matter Chess as a subject in primary schools? Chess players better school results

Lots of variables, several angles In addition to social, emotional and cognitive learning effects there also metacognitive learning effects possible as a result of chess education. What you can achieve is the result of a combination of specific chess aspects (tactics, strategy, etc. ) you use in combination with specific teaching methods and the target group (age, etc. ). It is therefore the combinations are crucial. Compare it with H 2 and O, separately they are different from the combination: H 2 O water. In addition, different learning effects are possible for different students: one learns to deal with losses, another learns to think more creative. Because there are so many variables at stake, it is hard to find in quantitative research very large effects on a single dimension. Therefore, you should not just look at results of quantitative research but also at experiences in practice and qualitative research.

Why chess in schools? § Chess is metaphor for life § Learning by playing § Stimulates development § § cognitive social emotional meta-cognitive

4 Aspects § Cognitive, e. g. argumentation § Emotional, e. g. dealing with losing § Social, e. g. cooperation while analyzing § Meta-cognitive skills: thinking about yourself and thinking about thinking

Benefits reached by § Intrinsic qualities of the game § Method of education § H 2 O makes water

Script § Primary school natural environment to learn chess § Necessary: empathic adult who can teach, organize, motivate § Important: Script, make clear what you do (for yourself and school, parents, children)

Use a method § Interconnected activities, which are applied in a certain way with a certain goal § Elements: structure and culture

Key factors in method § Variation § Fascination § Participation

Didactical principles § § § § Fun is main motor for learning Success experiences Empathy: answer questions of children, react on remarks, be supportive Knowledge, understanding and skills Skills development by playing and exercises Present lectures in a attractive way On level of child (words, examples) Chess is an adventure full of surprises Stimulate children to discover answers themselves, use indicative questions Ideal maximal group 12 children: interactivity Use various teaching techniques: explain, show, discuss, group work, game analysis, exercises Quiz with points can stimulate Via duos children learn to consult and formulate thoughts Etc.

Polgar – Waitzkin elements education § § § § § Stimulate early learning performance Accent on stimulation via environment, not innate talent High but attainable goals Learning via play elements Make children selfconscious early on Much variation in practice Systematical approach Realistic taxation of developmental potential and load capacity Understand limitations regular school system Creating stimulating environment Qualified and empathic teachers and trainers Children draw conclusions themselves while learning Dosed success experiences Develop bit by bit resilience Accept children make unavoidable mistakes Trust intrinsic motivation of children Don’t project exaggerated expectations on children Take children serious Take in consideration personality features and developmental stage features

Education: direct and indirect transfer Direct What you learn in one domain using in other (e. g. counting chess pieces, counting on school) Indirect Learning attitude Concentration Growth vs fixed mindset

Research and methodological flaws London Conference 2016 John Jerrim: no benefits chess teaching on math results § Video Karel interview Jerrim www. youtube. com/watch? v=TLWANu 8 m. Wio § Video Sala critical on research Jerrim http: //londonchessconference. com/giovanni-sala-comments-on-currentchess-and-education-research § Article newsletter 41 Schaakacademie Apeldoorn (page 38) www. schaakacademieapeldoorn. nl/documenten/Nieuwsbrief%20 Schaaka cademie%20 Apeldoorn%2041%20 -%2018%20 januari%202017. pdf

Explaining chess technique and psychological insights § Connect to pupils experiences, knowledge and mental stage § Speak language of pupils § Not too much information at the same time § Give practical advises how to deal with problems

Basis good training and teaching Pupils co-author own upbringing Deliberate practice Empathy trainer-teacher Content: § Question round § Tactics § Game analysis § Varia § Competition

What motivates children to learn? § § § Curiosity Surprises (you surprise with Réti, they you with questions) Ambitions Experiences ? What does this mean for the way we teach?

Creating a stimulating environment Build a concrete program and routines based on: § § § Trainers, trainings Study material Training place Training program Time Collaborating with training partners is stimulating To have yourself influence on a process is an important success determinant Success experiences Positive feedback from trainers and parents (on efforts, not on result or personality) Determine real expectations and convert them into clear goal-setting (aspects: perform, fun, learning) Space for failures (you have the right to be wrong: failures acceptable, experiments) - Attention: Not everyone learns and develops the same way These factors can also work out negative if they are applied incorrectly

Fear of failure: performance goals § Important distinction between result and performance goals § Result goals: Comparison with competitors. Result of a game (1 -0). Influence of circumstances, coincidence and opponent. § Performance goals: Comparison with yourself. You show what you are capable of. Doing this you can control yourself. § Doing so concentration and self-confidence will raise and fear of failure will decrease. § It is natural if you want to win. But the paradox is by concentrating on a performance goals you are focused on your task and you can perform better.

What is chess thinking Important aspects: § Pattern recognition (e. g. castling) § Rules of thumb (e. g. three golden opening rules) § Calculation

Chess performance Result of § Chess qualities § Mental qualities § Physical condition § Coincidence You can influence the factors Learning and behaviour can be more productive

Concentration Exercise: § What is concentration? § Make a list of possibilities to destroy concentration Reverse the list Formulate what to do Check list regularly Build routines

Skills Practice makes perfect Build up productive routines UCCO § Unconscious not skillful § Conscious skillful § Unconscious skillful

Compliments Positive reinforcement A compliment can do wonders Stimulates self-image, motivation of pupils

Help for searching strategies Via words you can give help for searching strategies E. g. Piece is attacked § § § Take attacker Put between Go away Support Counter attack Memory aid: TPGSP (In Dutch STUDT, sounds better)

Examples of Varia for teaching and training

Chess is for everybody: Gens Una Sumus

Chess is fun

Mitrofanov www. youtube. com/watch? v=2 vg. IQikko. KQ

Creative thinking See connections in unexpected way

Creativity: skill or gift? What do you think?

Definition Creativity is making connections between matters and ideas that are not connected at first sight. It enables you to find, use and develop more possibilities than appear possible.

Expect the unexpected § Creativity is a trainable way of thinking which leads to see, use and develop more possibilities § Creativity is having big expectations of the unexpected

Einstein ‘Creativity is seeing something that others also see, but having different thoughts about it. ’

Creativity is redefining § Chess is a game of possibilities and limitations § Define a problem in a different way § You do not see something you do not look at § A creative mind is open to paradoxical possibilities § Welcome the unexpected

Watch inspiring videos

Participation in tournaments

Game with quiz questions

Tutor method

Tactics quiz: duos, forms, clock

Sites like Vuurboom http: //jeroenvu. home. xs 4 all. nl/schaken

Beginners: small groups, interactive

Beginners: learn from each other

Deaf-mute consulting

Chess calendar

Chess paper download see button Leonardo schools on www. schaaktalent. nl

Immediate feedback

Humor (turn board 90 degrees)

Humor + information book Afek The Knight

Birthday present

Duo presents own game

Competition

Free pairing program Sevilla www. jbfsoftware. com multiple languages

Winner gets list of standings

Tournament games on internet

Analyse game of chess teacher

Formulate problem in words

Opening quiz: what is the decisive move

Lecture: attack with g 4 www. youtube. com/watch? v=Xdt 0 ZVy 6 tw. E

Lecture: correspondence chess www. chess. com

Lecture: national championships

Teacher simuls to trios

Quiz: yes or no § All kids stand up § Simple questions: yes or no § Wrong answer: sit

Quiz: yes or no (and why) § A player should accept losing § You don’t have to understand, better learn openings by heart § If you are afraid, you see more possibilities § It is important to practise easy and difficult tactics § It is useful to experiment

Invite IM: questions, simuls, blitz

Chess history site Asaf Feller http: //assaffeller. com

Combine openings with tactics (quiz) www. geocities. com/Silicon. Valley/Lab/7378/kg. htm

Thematic positions

Is this a terrible position for white?

White is better in 10 variations

Black to move resigned What can black play?

Black to move should not resign (Lobron – Gretarsson, Leeuwarden 1995 – 41. . Dd 5+ draw)

Play at home Offer free possibilities to play chess at home § Tactics and playing games www. lichess. org Show more sites during lessons

Moreno: conflict? Why to beat?

Chess for everybody: looking with your fingers