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

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

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

4. Introduction Karel van Delft
Psychologist Chess teacher and trainer Journalist

5. Teacher

6. Book ‘Schoolschaken’ (school chess)

7. Trainer

8. Book ‘Developing Chess Talent’

9. 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

10. Mark Dvoretsky, Armen and Thomas with DCT

11. Differences and 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

12. 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

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

14. Lots of variables, several angles
In addition to social, emotional and cognitive learning effects there are 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 H2 and O, separately they are different from the combination: H2O 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.

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

16. 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

17. Benefits reached by Intrinsic qualities of the game
Method of education
H2O makes water

18. 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)

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

20. Key factors in method
Variation
Fascination
Participation

21. 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.

22. 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

23. 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

24. Research and methodological flaws
London Conference 2016 John Jerrim:
no benefits chess teaching on math results
Video Karel interview Jerrim
Video Sala critical on research Jerrim
Article newsletter 41 Schaakacademie Apeldoorn (page 38)

25. 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

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

27. 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?

28. 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

29. 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.

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

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

32. 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

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

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

35. 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)

36. Examples of Varia for teaching and training

37. Chess is for everybody: Gens Una Sumus

38. Chess is fun

39. Mitrofanov www.youtube.com/watch?v=2vgIQikkoKQ

40. See connections in unexpected way
Creative thinking
See connections in unexpected way

41. Creativity: skill or gift?
What do you think?

42. 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.

43. 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

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

45. 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

46. Watch inspiring videos

47. Participation in tournaments

48. Game with quiz questions

49. Tutor method

50. Tactics quiz: duos, forms, clock

51. Sites like Vuurboom http://jeroenvu.home.xs4all.nl/schaken

52. Beginners: small groups, interactive

53. Beginners: learn from each other

54. Deaf-mute consulting

55. Chess calendar

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

57. Immediate feedback

58. Humor (turn board 90 degrees)

59. Humor + information book Afek The Knight

60. Birthday present

61. Duo presents own game

62. Competition

63. Free pairing program Sevilla www.jbfsoftware.com multiple languages

64. Winner gets list of standings

65. Tournament games on internet

66. Analyse game of chess teacher

67. Formulate problem in words

68. Opening quiz: what is the decisive move

69. Lecture: attack with g4 www.youtube.com/watch?v=Xdt0ZVy6twE

70. Lecture: correspondence chess www.chess.com

71. Lecture: national championships

72. Teacher simuls to trios

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

74. 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

75. Invite IM: questions, simuls, blitz

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

77. Combine openings with tactics (quiz) www. geocities
Combine openings with tactics (quiz)

78. Thematic positions

79. Is this a terrible position for white?

80. White is better in 10 variations

81. Black to move resigned What can black play?

82. Black to move should not resign (Lobron – Gretarsson, Leeuwarden 1995 – 41..Dd5+ draw)

83. Play at home Offer free possibilities to play chess at home
Tactics and playing games
Show more sites during lessons

84. Moreno: conflict? Why to beat?

85. Chess for everybody: looking with your fingers