Developing Chess Talent

Author: Karel van Delft | Merijn van Delft

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Karel van Delft and Merijn van Delft

Developing Chess Talent

KVDC

© 2010 Karel van Delft, Merijn van Delft

First Dutch edition 2008 First English edition 2010 ISBN 978-90-79760-02-2 'Developing Chess Talent' is a translation of the Dutch book 'Schaaktalent ontwikkelen', a publication by KVDC KVDC is situated in Apeldoorn, The Netherlands, and can be reached via www.kvdc.nl Cover photo: Training session Youth Meets Masters by grandmaster Artur Yusupov. Photo Fred Lucas: www.fredlucas.eu Translation:

Peter Boel

Layout:

Henk Vinkes

Printing:

Wbhrmann Print Service, Zutphen

CONTENTS Foreword by Artur Yusupov Introduction

A - COACHING Al Top-class s port

Al.1 Al.2 Al.3 A1.4 Al.5

Educational value Time investment Performance ability Talent Motivation

17 17 18 18 18

A2 Social environment

A2.1 A2.2 A2.3 A2.4

Psychology Personal development Coach Role of parents

19 20 20 21

A3 Techniques

A3.1 Goal setting A3.2 Training programme A3.3 Chess diary A3.4 Analysis questionnaire A3.5 A cunning plan! A3.6 Experiments A3.7 Insights through games A3.8 Rules of thumb and mnemonics

24 25 27 27 28 29 30 31

A4 Skills

A4.1 Self-management A4.2 Mental training A4.3 Physical factors A4.4 Chess thinking A4.5 Creativity A4.6 Concentration A4.7 Flow A4.8 Tension A4.9 Time management A4.10 Objectivity A4.11 Psychological tricks A4.12 Development process A4.13 Avoiding blunders A4.14 Non-verbal behaviour

31 33 34 35 36 39 40 40 41 44 44 45 46 46 3

AS Miscellaneous

A5.1 A5.2 A5.3 A5.4

B

-

Chess as a subject in primary school Youth with adults Women's chess Biographies and interviews

47 48 48 49

TRAINING

B1 Organizing trainings

Bl.l Structure and culture Blo2 Computers and the Internet Blo3 Individual trainer Bl.4 Mentor Bl.5 Guest trainers Blo6 Self-fulfilling prophecy and selection Bl.7 Youth player as a trainer Blo8 Training partners Blo9 Team training

51 51 52 52 52 53 54 54 55

B2 Didactics

B2.1 Introduction B2.2 Training group B2.3 Trainer B2.4 Training plan B2.5 Motivation to learn B2.6 Contents B2.7 Methods B2.8 Study environment B2.9 Duration and frequency B2.10 Keeping order B2.11 Supporting activities and tools

55 56 56 57 57 58 58 60 60 60 60

B3 Training com ponents

B3.1 B3.2 B3.3 B3.4 B3.5 B3.6 B3.7 B3.8

Tactics Strategy Opening Middlegame Endgame Annotated games Variation calculation Endgame studies

61 62 64 66 66 67 68 70

B4 Practical play

B4.1 B4.2 B4.3 B4.4 B4.5 4

Visiting tournaments Time-controls Supervision during tournaments Preparation Playing games

71 72 72 73 75

B4.6 Analysis B4.7 Analysis examples

75 79

85 Training tools

B5.1 Computer programs B5.2 Building up databases with own games and positions B5.3 Dangers of computer usage B5.4 Chess magazines B5.5 Chess books B5.6 Browsing B5.7 Chess movies B5.8 Chess CD-ROMs and DVD's B5.9 Internet sites B5.10 Chess on the Internet

89 89 92 92 92 93 93 93 94 94

8 6 Training procedures

B6.1 Pawn structure B6.2 Seven-column notation B6.3 Correspondence chess B6.4 Visualization of move sequences B6.5 Theme tournament B6.6 Game quiz B6.7 Training decathlon B6.8 Chess puzzles B6.9 Psychological tips B6.10 Simultaneous display B6.11 Tactical exercises contest B6.12 Talent day B6.13 Chess variants B6.14 Fairy tale books B6.15 Winner stays on

94 95 95 96 97 97 97 100 100 100 102 102 105 105 105

87 Miscellaneous

B7.1 B7.2 B7.3 B7.4 B7.5

Monday-evening training SBSA Two- or three-dimensional training Training with Dvoretsky Chess and autism

106 109 111 111 114

C - ORGANIZATION & COMMUNICATION Cl Organization

C1.1 Top-class sport and recreational sport C1.2 Chess club or foundation C1.3 Policy plan C1.4 Costs C1.5 Volunteers C1.6 Calendar C1.7 Evaluation, second opinion

121 122 124 124 124 125 125 5

C2 Communication

C2.1 The importance of communication C2.2 Inquiry C2.3 Contacts with the media C2.4 Press release C2.5 Email newsletters C2.6 Internet site C2.7 Flyer, poster C2.8 Making a CD-ROM or a DV D C2.9 Club bulletin C2.10 Sponsors C2.11 Live commentary C2.12 Chess newspaper C2.13 Chess stand on a market or a festival

126 127 128 128 128 129 130 130 130 131 131 132 135

C3 Tournaments and events

C3.1 C3.2 C3.3 C3.4 C3.5

Weekend tournament Blitz tournament and rapid tournament Tournament scenario Chess festival Chess party

136 136 140 140 141

C4 Youth chess

C4.1 C4.2 C4.3 C4.4

School chess club School competition Youth chess tournaments Chess camp

141 142 142 142

CS Miscellaneous

C5.1 C5.2 C5.3 C5.4 C5.5 C5.6

Creative Tournament The Chess Experience Three-day chess event in Apeldoorn Youth Meets Masters Match of Champions with live commentary Lightning Chess Foundation

143 144 145 149 152 152

D - INTERVIEWS

D1 D2 D3 D4 D5

David Bronstein Loek van Wely Artur Yusupov Jan Timman Rob Hartoch

155 159 164 167 171

E - APPENDICES

E1 Analysis questionnaire E2 Score form Youth Meets Masters E3 Points of attention for a consultation about (self-)training 6

175 180 182

E4 List of psychological tips

183

E5 Keywords tournament planning

188

E6 Scenario weekend tournament

189

E7 Subjects for a parents meeting

205

E8 Study guide SBSA youth training

206

E9 The S BSA Youth Academy project in Apeldoorn

211

E10 Training with diagrams or board positions

219

Ell Tasks of a team captain

224

E12 Inquiry youth section De Schaakmaat

225

F

233

-

GLOSSARY

7

Foreword by Artur Yusu pov

The first time I heard about Karel van Delft and his chess activities in Apeldoorn was from my chess mentor Mark Dvoretsky. He recommended me to visit the place. In 1999 I received a phone call from Karel, who invited me to give some chess lessons in Apeldoorn. It would be the first time, but not the last, that I stayed in Karel's house. Of course his son Merijn, now an international master, also attended the workshops. I slept in the so called Bronstein suite, a small bedroom in which David Ionovich Bronstein once spent a few nights. The chess atmosphere in the house was very impressive. Somehow I had the feeling that there was a chess player in each corner of the house, because many young chess players who attented trainings also stayed in Karel's home. I was very impressed by the chess concept in Apeldoorn: the young players were not only learning some chess ideas from a grandmaster, they were also asked by Karel to give chess lessons to local kids themselves! I liked the atmosphere so much that I tried to visit Apeldoorn every year. The next opportunity was the so-called 'Chess Experience' week, in which youth teams from Germany and Israel and two teams from the Netherlands played each other and took lessons together from Mark Dvoretsky, Yochanan Afek and me. Later I even started to play for the local team, Schaakstad Apeldoorn. Recently, after almost ten years of our friendship, we were looking at old pictures in a photo album. I was very pleased to see that many of our students from the first training sessions had become strong players. Some are even strong grandmasters now. Just to mention some names: Jan Gustafsson, Daniel Stellwagen and Sipke Ernst. In this book you will find a lot of ideas about the development of chess talent and about the creation and stimulation of a local chess culture. Karel and Merijn explain their views and share their experiences in the area of training young talents, coaching pupils, organizing chess events, and communicating and transmitting information to the chess audience. The reader will find many useful topics and answers to many practical questions: what is the role of the parents, how to stimulate creativity, how to develop self management, how to analyse your own games, and even: how to organize a weekend tournament... Karel has worked with young kids for many years. In this book he gives a lot of tips for coaches. I like the part of the book where Karel interviews several grandmasters and trainers about ways to develop chess talent. Karel and Merijn look not only at technical aspects of the training, they also study the psychological aspects of coaching. The quite unique thing in the Apeldoorn chess culture is that everbody gets involved in the chess activities: from beginner to grandmaster! This is reflected in the weekly S BSA email messages, which are sent to more than 600 recipients. 9

There are several good traditional events in Apeldoorn, such as Youth Meets Masters, which contribute to the special popularity of chess here. Karel is the motor behind the Apeldoorn chess culture and his practical advice can be very useful for chess organizers. Being a chess parent himself, Karel knows about all the problems that parents can have in trying to help their talented kids along the difficult road of self improvement. This book is strongly recommended for chess trainers, chess parents and chess organizers. And of course for the chess talents themselves! Grandmaster and FIDE Senior Trainer Artur Yusupov

10

Introduction

How do you develop chess talent, and how do you go about developing a chess culture locally? In this book we discuss subjects in the areas of coaching, training, organization and communication. It is the story of a voyage of discovery, a journey riddled with successes, failures, and, time and again, fascinating encounters with a multitude of chess players. This journey began in 1990, when 11-year-old Merijn van Delft was allowed to join a school team at the school chess championships of Apeldoorn. At the age of 6, he had learned the rules of the game from his father Karel. This took place on Saturdays in a cafe, after a morning of shopping on the market. At the school championship, the battle with Marijn Visschedijk, who was three years younger, was blood-curdling. Merijn managed to draw a rook ending with a pawn less. At that time we could not suspect that both players would become national youth champions later on. This was an experience worth repeating. Merijn wanted to learn to play better, and Karel broadened his knowledge of sport psychology and the organization of training sessions. Merijn became a member of the club De Schaakmaat ('The Chess Mate' ) in Apeldoorn, but the club's youth competition, which was held on Saturday mornings, could not be combined with his soccer activities. At home, Merijn exercised tactics from books of the Step-by-Step Method by Dutch 1M Cor van Wijgerden and Rob Brunia. Karel formed a training group, which consisted of Merijn and a couple of friends. One of the first subjects of study was the book 'Judgement and Planning in Chess' by Dr Max Euwe. With multiple Dutch junior champion Marc Jonker, Merijn analysed his own games in one-hour sessions once a week. They kept this up for several years. Merijn also visited many tournaments. Since there were more young players in Apeldoorn who wanted to be trained, Marc Jonker, Renate Limbach (who, sadly, would later on pass away at a very young age) and Karel van Delft set up a youth training system which would last for about 5 years. Contacts were established with (grand)masters and other strong players, who gave training sessions in Apeldoorn and often stayed the night. Guests came from Belorussia, China, Russia, Ukraine, Hungary, Israel, Uzbekistan, Engl and, Germany, Georgia, Poland, and a few other countries. Those contacts were easily made. During a world championship in Groningen, a brief conversation with Mark Dvoretsky led to an exchange of emails, and during the annual Liberation tournament in the nearby town of Wageningen, Baruch Kolthoff had struck up a conversation with David Bronstein. Many top-class chess players turned out to be normal human beings who had a telephone number and an email address. With, among others, David Bronstein, Loek van Wely, Mark Dvoretsky and Artur Yusupov, the development of chess talent was discussed. A number of talks were done in the shape of interviews. Karel had the idea that those interviews might contribute to the development of a multi-faceted chess culture, and that young players would be stimulated by contacts with top-class players. There were many talks with many chess players. For example with Yochanan Afek, who gave many trainings and gladly shared his rich experience with Apeldoorn trainers and organizers. It didn't take long before Merijn achieved his first 11

results. At 16, he became Dutch champion in his age category, and in 2003 he became an International master. In 1998, Cees Visser, Merijn van Delft and Karel van Delft started the SBSA, which is short for 'Stichting Bevorderen Schaken Apeldoorn' ('Foundation for the Promotion of Chess in Apeldoorn'). This gave rise to numerous initiatives. A number of those activities will be mentioned in this book. The foundation cooperates closely with chess clubs and school chess clubs in Apeldoorn. SBSA supported the initiatives by the local clubs SVA and ASG to merge into Schaakstad Apeldoorn (i.e. 'Chess City Apeldoorn'). This concentration of forces, together with the attraction of sponsors, resulted in the recruitment of a team that now competes on the highest level in the Dutch national club competition. Karel was the team captain for six years, then Merijn took over for four years. The bottom line is that approximately half of the players must originate from Apeldoorn, and that players 'from outside' should also participate in local tournaments and give youth trainings. Today, a handful of youth players from Apeldoorn have made it to the first or second team of Schaakstad Apeldoorn, and various national youth titles have been won. In this book, with 'the development of chess talent' we mean: reaching the height of your powers. Performance ability is a resultant of talent, training circumstances, motivation, physical condition and mental skills. This book is aimed at trainers, coaches, organizers, youth players and their parents, and others who may be interested. Many of our readers may be standing at the beginning of a journey that is similar to the one we started all those years ago. Our coaching philosophy presupposes a considerable sense of responsibility with young players for their own development and results. We believe that good training contributes to a successful personal development. At the board, chess is an individual sport. But in a broader sense, chess is teamwork, and it offers the possibility to meet many people and acquire new insights. Chess players differ in talent, age, gender, character, motivation, style of learning, available possibilities, experiences, etcetera. The chess player does not exist. Certain pOints of advice in this book may be more relevant in certain phases of development or for certain individuals, and less for others. If we give novice chess players the advice to apply certain verbal rules of thumb, we realize at the same time that a grandmaster's thinking is less verbal, and more space-oriented. However, sometimes you have to be taught something explicitly in words in order to make progress, whereas at a later stage you will learn less verbal and more differentiated. This book does not hand the reader recipes, but it does provide ingredients for talent development and the creation of a chess culture. You can apply the contents to your own situation, and use what is useful for you. Many aspects of chess development intertwine. To dissect them is, in our opinion, the best way to make these aspects easier to grasp. This approach will now and then lead to repetition, but this will make for easier reading. You cannot be conscious of an abundance of advice all the time, and you don't have to. You can incorporate your insights into your daily routines, and then you will start using them automatically after a while. The information in this book serves as a springboard and a signpost for young players who want to develop further. With the help of their trainer, their coach or their parents they can solve their own 12

puzzle with this information. In this book we will often use the terms 'trainer' and 'coach' alternately. These duties overlap, and they are often performed by one and the same person. We will always choose the term which best suits the subject under discussion. We have been able to consult a great number of youth players, parents, trainers, coaches and strong players. We are very grateful to them for their cooperation. We thank Willy Hendriks for his permission to include his article on the SBSA Youth Academy here, and also Dharma Tjiam for his contribution to the Apeldoorn Analysis Questionnaire. We thank Yochanan Afek and Harold van der Heijden for their permission to publish their endgame studies, Arne Moll and Roeland Pruijssers for their game analyses, Peter Boel for the translation, Henk Vinkes for doing the layout, and Sipke Ernst for his contribution as editor. We also thank Fred Lucas, Cocky van Delft, Cobie Joustra and Ferdi Kuipers for their pictures and Trix Meurs for her drawing. Pictures without credits are mostly by Karel van Delft. Above all we thank Artur Yusupov, with whom we have had many inspiring conversations about the contents of this book. We invite you to visit our site www.chesstalent.com. Reactions are welcome via email to [email protected]. Karel van Delft Merijn van Delft

13

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Merijn van Delft as a member of a school's chess team. 15

A

-

COACHING

A1 Top-class sport A1.l Educational value

Top-class sport ca n offe r m a ny good th i n g s : experie nces, friendsh i ps, pri zes, socia l recog n it i o n and s u rp ri s i n g , someti mes even p a ra d oxica l i n s i g hts . To deve l o p a speci a l i s m at a you n g a g e h a s m a n y advantages. Chess contri butes positive ly to the e d u cation of peo p l e . Cogn itive s k i l l s l i ke rese a rc h , calcu lation and reaso n i n g a re i m porta nt in other a reas of l ife a s wel l . Also, soc i a l s k i l l s a re deve loped, such a s res i l i e n ce , persevera nce, self- respect a n d respect fo r the oppone nt, the a b i l ity to fo rm u l ate t houg hts a n d exch a n g e tho ug hts w ith others. Tra i n i ng i n g ro u p s a n d visiti n g to u n a m ents together i s fu n , a n d it sti m u l ates the deve l opment of cog n itive a n d soci a l s k i l l s . A1.2 Time investment

We l l - m otivated y o u n g p l aye rs ca n p l ay chess for ten to m o re t h a n twe nty hours a week without a ny p ro b l e m . Especi a l l y i f t h i s is i n stead of the twenty h o u rs that ma ny youths spend in fro nt of the te lev i s i o n o r a g a m e co m p uter. T h i s is true for tee nagers , a n d sometimes a l so fo r c h i l d re n fro m e i g ht years old o r so. Fo ur yea r- o l d s can a l ready l e a rn the m oves a n d then play a g a m e w h e re both sides have one p i ece, wh e n the trick i s to ca ptu re the opponent's p a w n s . If c h i l d ren ta ke plea s u re i n this g a m e , they w i l l l ate r a uto m ati c a l l y play chess m o re ofte n . Ch i l d ren a n d tee nag e rs a re ca p a b l e o f m u c h m o re than i s often ex pected from the m , a n d m ost of the t i m e they a re perfectly ca p a b l e of i n d i cati ng themselves how m u ch ti me they can - a n d wa nt to - spend on tra i n i ng s a n d self-study. Chess stu d y i s i n s p i r i n g i f tra i n i n g s a re varied, i f they y i e l d new i n sig hts a n d ski l l s, i f there i s roo m fo r c reative t h i n k i n g a n d fu n , a n d if researchi ng s k i l l s are devel oped . Th i s a p p l ies to tra i n i n gs i n g ro u p sessio ns, but a l so to i n d i v i d u a l stu dy. O n e co n d ition i s t h a t the study materi a l a n d the exerci ses a re i n l i n e with the in te rests and the development level of the p a rti cipa nts. For any form of top class sport, twe nty h o u rs per week i s a n o r m a l time i nvestment. Some peo ple see th i s a s m o n o m a n i aca l . But t h i s i s not necessa rily the case, a s l o n g a s there is a wel l -thoug ht-out sch em e fo r tra i n i ng s a n d com peti t i o n s . If you wa nt to reach to the top, you 're g o i ng to have to i nvest t i m e . If we ca l c u l ate properly, we see that m ost g ra n d maste rs, l i ke other top-class spo rters , have i nvested at least 10,000 h o u rs in t h e i r careers : ten yea rs t i m es fifty weeks ti mes twe nty hours .

17

A1.3 Performance ability

Performa nce a b i l ity i s a resu ltant of ta lent, tra i n i n g c i rc u m stances, m otivati o n , physical c o n d i t i o n a n d menta l s k i l l s . Co i n ci d ence a l so p l ays a ro l e . T h e world is fu l l of talent, but it m a kes a lot of d iffere nce if a young player g rows up in a n envi ro n ment where there i s much scope for deve l o p ment. With o n l y performa n ce a b i l ity y o u w o n 't g e t there . Ta lent deve lo pment a l so m e a n s h a rd work - p utti ng i n h o u rs . The g ood news i s that this can be fu n if you go a bout it i n a we l l -t ho u g ht-out way. Al.4 Talent

Ta lent means h a v i n g the capa city to deve l o p certa i n necessa ry s k i l l s - having devel o p i n g potentia l . With only ta l e nt you can not a c h i eve a nyth i n g . A p l a nt that does not get a ny water, w i l l wither. You have to deve l o p these ski l l s . This ta kes q u ite some effo rt . You have to tra i n , g a i n experi e n ce in com petitions, a n d you ha ve to i ntern a l ize these ex peri e nces . In chess, i m porta nt cog n itive ski l l s a re calculation, pattern reco g n it i o n , creative t h i n k i n g a n d syste matic rea so n i n g . A good memory is a l s o i m porta nt. Besi d es these, a rea l istic self- i mage a n d good self- m a nagement p l ay a l a rge ro l e too . They form the basis fo r self-confi d e nce, the a b i l ity to assess situations o bjectively, conce ntrati o n , the co u rage to take i n itiatives, decisive n ess a n d res i l ience. You can deve l o p talent if ci rcu m stances a l low this. You need, fo r exa m p l e , a chessboa rd a n d a good tra i n e r. Fo r deve l o p me nt, i ntri n s i c m otivation is a l so of i nfl u e nce, w h ich m e a n s that you do somet h i n g beca use you you rself want to do i t . Intri n s i ca l l y motivated chess p l ayers can be reco g n i zed by the twi n k l i n g in their eyes i f they see a bea utiful chess positi o n . I n o rde r to deve l o p ta l e nt, you m u st start at a young age. There a re so-ca lled 'sensitive periods' wh ich a re best su ited for deve l o p i ng certa i n q u a l ities. From the age of a bout fou r, c h i l d ren can sta rt p l a y i n g chess. That i s ce rta i n l y not too ea rly. At that age they have a l ready com pleted a s co m p l i cated a task as lea rn i n g a l a n g u a g e . J u st l i ke a l a n g u a g e , c hess co n s i sts o f a complex b o d y o f i nfo rmat i o n , with its own ch ara cteristics and ru l e s . Chess i s co m p a ra b le to a l a n g u a g e . O p i n i on s d iffe r a s reg a rds the extent t o w h i c h talent i s i n nate ( n ature ) o r acq u i red ( n u rtu re ) . H owever, it is c l e a r that the b ra i n potenti a l of peo p l e is a l m ost a l ways developed fa r from opti m a l l y, and that a nyone who wants to can develop h i s own talent fu rther. The a mo u nt of ta lent i s a g i ven - m a k i n g opti m u m use o f it is a c h a l l e n g e . A1.S Motivation

Being m otivated mea ns that you want to ach ieve someth i n g . We d i ffe renti ate between i ntri n si c a n d extri n s i c m otivatio n . I ntri nsic motivation mea n s that you l i ke to occu py you rself with an activity beca use of that activity itself; with extri nsic motivation we mean that you d o someth i n g for an extern a l rewa rd . One i m porta nt ta s k of a tra i n e r i s to create a fa sci nation fo r the g a m e by demo nstrati n g the bea uty of it, a n d by a l l o w i n g h i s p u p i l to experience h i s o w n deve l o p i n g opport u n ities. Tra i n i ng s a n d co m petiti o n s s h o u l d b e fu n a n d they s h o u l d b e a c h a l l e n g e . I f a y o u n g player i s n o t e nj oyi ng tra i n i ng s a n d 18

competi tions, so meth i n g i s w ro ng . You n g p l ayers need to be ta u g ht self-d isci p l i n e ; they s h o u l d u n dersta nd t h a t it i s i mp o rta nt that t hey stu d y reg u l a rly, exercise t h e i r s ki l l s a n d acq u i re know l ed g e . Fo r exa m p l e , you must exerc i se tactics o n a d a i l y basis, j u st l i ke you brush yo u r teeth d a i ly. ' I d o n 't feel l i ke it' is not a good reaso n . You ca n exp l a i n to c h i l d ren that they t hemselves w i l l not a ccept it if t h e i r p a rents ' d o n 't feel l i ke ' d rivi ng t h e m to to u rna ments by ca r. A de al i s a dea l - either you want to play chess o n a certa i n l evel o r you d o n 't, a n d i f you d o want it, you w i l l have t o ma ke some sacrifices fo r i t . O f co u rse, these t h i n g s a re negoti a b l e - for exa mple, the t i me of d ay w h e n ta ctica l exerci ses a re ma d e . What is conve n i ent? Immedi ately a fter school or early in the morn i n g ? If a c h i l d ca n ma ke choices fo r itself a n d is p a rt l y respo n s i b l e fo r its own tra i n i n g sched u l e , it w i l l be much better motivated to fo l l ow this up t h a n if someone e lse decides th i s fo r the ch i l d . W h i ch i s j u st a s wel l , si nce a good chess player i s a self- w i l l ed ( you n g ) indivi d u a l . The way i n w h ich chess tra i n i ng s a re given a n d the co u rse of to u rna ments ca n either i ncrease o r destroy motivatio n . Good c i rcu msta n ces fo r tra i n i n g s a re a sti mulating soc i a l a n d physica l e n v i ro n ment, c l e a r feed back o n a c h i evements, inte resti n g stu d y materi a l , atta i n a b l e ( i nte rmed iate) g oa l s, va ri ety, intera ctive proce d u res a n d responsi b i l ity. I n co mpetitio n s a suffi c i e n t a mo u nt of s u ccess experi e n ces is n ecessa ry. A sti m u l a t i n g soci a l e n v i ro n ment consists of e mp hatic parents, fri e n d s to tra i n with , a cl u b w it h a good atmosphere and a n e nthusiastic tra i n e r. A sti m u l a t i n g physical e n v i ro n ment consists of, a mo n g others, a q u iet play i n g venue a n d a tra i n i ng roo m w h e re it i s easy to concentrate . It i s a good t h i n g fo r coaches, tra i n e rs a n d p a re nts to rea l ize w h at the motives of a youth pl ayer a re to p ra ctise a sport at a certa i n l eve l . Ad u l ts may ma ke out fo r t h e i r c h i l d re n that p l a y i n g c hess, o r, fo r i n sta n ce , badmi nto n , is good fo r t he m, but it i s better to a s k t hem what t h e y the mselves th i n k . Ch i l d ren can have a n u mber o f mot i ves fo r p l a y i n g chess : c u ri osity t o d i scover a new g a me , enjoyment of the g a me , stri v i n g fo r a certa i n compete nce l evel (the w i l l to w i n ) and soci a l contacts . Severa l of these motives ca n play a ro l e simulta neously. Intri n s i c motivati o n i s a m u c h better motor for deve l o p ment tha n extri nsic motivati o n . I n terest i n g positi o n s ca n conti n u e to fa sci nate, but at a certa i n point w i n n i n g a med a l i s n 't w o rth the i nvestment of severa l h o u rs' study a n y more . W h e n you g ive rew ard s, it i s usefu l to a s k yo u rself if you are fee d i n g i ntri n s i c o r extri nsic motivati o n . You n g ch i l d re n love tro ph ies a n d meda l s , but p ro misi ng t hem a n i c e c rea m o r a choco l a te b a r if t h e y w i n i s a lso fi n e . Older youth p layers p refer to p l ay fo r money prizes . No p ro b l e m . However, if the bea uty of the g a me itself is n ot the c h i ef motivator, t h e i r motivati on w i l l fade away i n t h e l o n g ru n .

A2 Social environment A2.1 Psychology

Psychology is the science that stu d i es the way people t h i n k , fee l a n d behave. By stu d y i n g t h i n k i n g , feel i n g and behavi o u r you w i l l get better at descri b i n g , expla i n i n g , p redict ing a n d i nfl u e n c i n g these p h e n o me n a . I n si g hts d e rived from psychology can be a p pl ied i n chess v i a : 19

m o re efficient a n d effective tra i n i n g m o re effi cient a n d effective behavi o u r d u ri n g ga mes the development of a sti m u l a t i n g chess cultu re . Tra i ne rs a n d coaches can pass o n psych o l o g i ca l i n s i g hts t o young chess pl ayers . This works best if i t i s co n n ected t o t h e i r o w n experience, if it is presented tra n sparently a n d concrete l y, if it is a p p l ica b l e a n d taught in doses . Yo u n g p l ayers often fi n d psycho l o g i c a l i n s i g hts i nteresting . If these a re d i scussed i n g ro u p tra i n i ng s , they w i l l q u ickly reg a rd i t a s no rma l , a n d then you ng pl ayers w i l l not be as h ame d of th e i r psycho l o g ica l sho rtco m i n g s . J u st l i ke you can ta l k a bo ut s ho rtco m i n g s i n y o u r open i n g re perto i re, you can a l so d i scuss fa i l u re i n self- m a nagement together ( see a l so t h e p a ra g ra p h o n self- m a n a g ement) . Here i s a n ice g a m e: mention a p roverb a n d exp l a i n what it has to do with chess. Fo r exa m p l e : D o n 't sel l the s k i n ti l l yo u 've ca u g ht the bear. We ca n tra n sl ate t h i s i nto chess term s a s : keep concentrati n g , even i f yo u r positi o n is o bjecti ve l y w i n n i n g . A tra i ner can w ri te d own ne w i n sig hts i n tra i n i n g re ports . This w i l l eventu a l ly p rovide the tra i nees w ith a check l i st with w h ich they can assess th e i r performance. A2.2 Personal development

It is good for yo u n g p l ayers to deve l o p i ntrospectio n a n d to have responsi bi l ities. This co ntri b utes to t h e i r pers o n a l development and t h e i r a b i l ity to perform o n t h e chessbo a rd . It i s i m po rtant fo r a m bitious yo u n g playe rs t o bea r as m u c h as poss i b l e responsi b i l i ty fo r thei r own development. Th is i nvolves d i a log ues with tra i ne rs and tra i n i ng p a rtners, but a l so activities l i ke tra i n i ng beg i n ners themselves, o r w riti n g a rticles fo r the c l u b b u l leti n o r fo r a website. By g i v i n g lessons you rse lf, o r p u b l i s h i n g a g a m e a n a lysis, you force yourself t o t h i n k ca refu l l y a bo ut yo u r i n s i g hts a nd t o put them i nto word s . Th i s w i l l i n crea se you r u nd e rsta n d i n g a n d , conseq uentl y, you r perfo rm a n ce a b i l ity. M o reover, teach i n g chess at a l ower level is a u sefu l way to re peat a l l k i n d s of themes. Teach i n g i s i m porta nt fo r the development of your socia l a n d co m m u n i cative s k i l l s , a n d it contri b utes to a rea l i sti c a n d positive self- i m a g e . Th i s w i l l i m p rove your self- m a n a g e m ent d u ri n g g a mes a n d is a l so i m porta nt fo r bei ng successfu l i n everyday l ife . The H u n g a ri a n psyc h o l o g i st/ped a g o g u e a n d chess tra i ne r Laszl o Po l g a r, the father of three successfu l d a u g hte rs, a l so stresses that it is i m porta nt fo r an a m b itious yo u n g p l ayer to be pa rtly respo n s i b l e fo r his own deve l opment. In this co ntext h e uses the term 'co-a uthor of you r own u p bri n g i n g '. A2.3 Coach

Coa ch i ng is supervisio n . There a re va ri o u s coach i n g sty le s. A coach or a tra i n er can assi g n tasks to a p u p i l , but it i s m u ch m o re prod uctive i f a coach cooperates with a young sports m a n on the sa m e l evel . Th is is a l ready poss i b l e at a q u ite young a g e . The sports m a n is res po n s i b l e fo r h i s own acti o ns, and the coach has a n advi sory ro l e . Th i s contri b utes to a n opti m u m self-awareness a nd a positive self- i m a g e . The sporter i s the d i rector of h i s own performance . Th is sti m u l ates hi s i ntri ns i c m otivatio n . V i a d i a l ogues, the coach can sti m u la te the 20

sporte r to deve l o p h i m self, u s i n g h i s own knowled g e , i n s i g hts a nd experie nce . Th is i n vo l ves both tec h n i ca l s k i l l s a n d personal s k i l l s l i ke i n trospect i o n , self co ntro l , creati vity, com m u n i cative a b i l ities a n d a sense of respo n s i b i l ity. A good coach is e m pathic, i . e . he is a b l e to e m path i ze with the sports m a n and fee ls i n volved . The coach and the sports m a n ca n , by m u tu a l a g reement, d raw up a tra i n i ng progra m m e together. Ex peri e n ce shows that stro ng pl ayers who have not had a d i d actic ed u cati o n but a re e m p ath i c ca n sti l l be good tra i ne rs and coaches. This i s certa i n l y the case w ith i n d i v i d u a l tra i n i n g a n d su pervision . If tra i n ers a n d coaches co m m u n i cate t h e i r own i n s i g hts a n d experie nces i n a clear m a n ner, i f they a re i nte rested i n t h e i r p u p i l s a n d confro nt them with critical q uestions ( w h ich lead to self- refl ectio n ) , then they ca n pass o n a g reat dea l of k n o wl ed g e a n d i n s i g hts a bout the g a m e a n d abo ut self- m a nagement duri n g g a m e a n alys i s . Tra i n ers a n d coaches h ave t h e i r own i nterests . F o r i nsta nce, a tra i n er enjoys sharing his fasc i n a t i o n fo r the sp ort with oth e rs, pass i n g o n knowledge, understa n d i n g a n d experience, a n d resea rch i n g positi o n s w ith wel l - m otivated yo ung p l a yers . Tra i n e rs a n d coaches may a l so be i nterested i n g a i n i ng access to the world of to p-class sports v i a t h e i r p u p i l s . H owever, a coach or tra i n er's co mpetitive s p i rit s h o u l d never sta nd i n the way of the p l a y i n g pleasu re a n d the deve l o p ment o f youth p l ayers . H e r m a n G roote n , a n experienced chess trainer a n d fo rmer to p-class sport coord i nator for the Dutch Chess Federati o n KNSB, observes t h a t i n Th e Netherla n d s h e i s see i n g a n i ncre asi ng n u m ber of youth tra i ne rs w h o l i n k the su ccesses of t h e i r p u p i l s with t h e i r own ego. 'It is a wel l - known pitfa l l t o l i n k the resu lts of y o u r o w n pupi l to the self- estee m of tra i ner a n d p u pi l ', he c l a i m s . 'I a l ways wa rn a g a i nst t h i s p h e n o m e n o n d u ri n g my tra i ners ' co u rses, but my ad v i ce seems to fall on deaf ears. A l ittle m o re self reflection w o u l d be i n o rd e r h e re .' It is i m p o rta nt fo r a tra i n e r to a l l ow h i s p u p i l s some room to deve l o p their own sty l e . H e ca n help them d i scover the wea k n esses i n t h e i r play a nd offer them tra i n i ng materi a l that focu ses on those we aknesses, he ca n g i ve h i nts about th e i r p l ay, but it is a l together w ro n g to stra itj a c ket them i ntell ectu a l l y. Moreover, i n the l o n g run t hi s w i l l h ave a contra pro d u ctive effect, s i nce aspiring youth players should take the direct i on of t h e i r d evelo p m e n t i n to t h e i r own hands. Obviously, youth p l ayers have t heir wea k m o m e nts . For exa m ple, they may not fee l l i ke m a k i n g their h o m ework somet i m e s . A trainer s h o u l d spea k to them about t h i s : p ro m i ses m u st be kept. On the other h a n d , i t is u sefu l to esta b l i sh a 'sma l l c h a n g e ' ru l e : fo r i n stance, you ca n a g ree that a sports m a n is a l lo wed to miss te n percent of the tra i n i ng s or the h o mework. Yo u ca n n ot b u rn the ca n d l e at both e n d s , a n d there w i l l a l ways be p racti ca l pro b l e m s at ce rta i n m o ments. Such a rra n gem ents contri b ute to the a b i l ity of youth p l ayers to bear their own respo nsi bi I ities. A2.4 Role o f parents

The worl d is fu l l of y o u n g talents . O n l y few of them reach the to p ; i n p u berty, the effort a n d motivation of at least five out of s i x selected tal ents decreases. Th is is how it works in m a ny sports . Of i nfl u e n ce a re the q u a l ity of tra i n i ng ci rcu mstances, the ro l e of parents and social i nfl u e n ces ( fo r i n sta nce, friends 21

w h o may o r may not p ractise the sa m e sport ) . Also, a lack of good results can p l ay a ro l e . Some exa m p les of good tra i n i n g fa c i l ities a re : good tra i n ers, sufficient time fo r tra i n i n g , tra i n i ng p a rtners of the sa m e age a n d/or leve l , a n d t h e ava i l a b i l ity o f good stud y materi a l . Without p a rents o r other a d u lts to sup p ort the c h i l d re n , youth pl ayers w i l l n ot be a b l e to reach the to p . Pa re nts d ete rm i n e to a l a rge extent whether possi b i l ities w i l l be with i n the reach of t h e i r c h i l d ren . Their ro le is to pay fo r tra i n i ngs a n d to u rn a m ents, t o b ring t h e c h i l d re n there, t o re m i n d t h e m o f a rra ngem ents, to sti m u la te the c h i l d ren to stu d y i n d e pendently, to react enth usiastica l l y to successes, a n d to l i sten to t h e i r a ccou nts of their experiences. Top-class s p o rt d e m a n d s at l ea st te n to fifteen h o u rs of tra i n i ng and playing per week fo r u n d e r-ten -yea r- ol d s, and even m o re t i m e fo r teenagers . In a p l a n for ta lent deve l o p m ent, t h e Dutch O l y m p i c u m b re l l a o rg a n ization NOC* N S F outl i nes t h ree h o u rs a d ay fo r physica l sports . Experie nce tea ches u s that a m bitious you ng chess p l ayers ca n also ea s i l y work two to three h o u rs o n a d a i l y ba sis . It is true that now a n d then a n 8-year-old beco mes a national champion in h i s category o n the sol e basis of talent a n d a few tra i n i ng s . But such successes w i l l be short- l i ved if h e does not work syste matica l ly with a good tra i n e r from then o n . Besides tra i n i ngs, there a re co m petiti ons a n d p ra cti ca l matters t h a t n e e d t o be t a k e n care of. M a ny p a rents ( w h o themselves often spend h o u rs before the te l ev i s i o n every day) a re worried a bout the time i nvestm ent. Often they d o not rea l i ze how m u c h s u r p l u s va l ue to p-class sport can have fo r the person a l deve l o p m e n t of t he i r c h i l d re n , provided it i s practised in the right way. Pa re nts of tale nted o r at least a m bitious youth p l ayers s h o u l d conte m p l ate their role self-critica l l y. Dem a n d i n g too m u ch of a child w i l l h a m per its perfo rm a n c e . On the o t h e r h a n d , t h e y w i l l n o t be d o i n g thei r c h i l d re n a favo u r i f t h e y a l l ow them to treat t h e i r sport n o n -co m m itta l ly, fo r exa m p l e by not kee p i n g th e i r a p poi ntme nts w i th tra i n e rs, tra i n i n g p a rtners or tournament org a n i zers . I t is fine if pare nts a re s pectators at t h e i r c h i l d re n 's ga mes. However, the y s h o u l d n o t h a ng a ro u n d the boa rd of t h e i r c h i l d a l l the tim e , a n d t h e y s h o u l d watch o u t for getti ng i nvolved i n t he d i scuss i o n a bout t h e g a m e content afterward s . The i r i nte ntions m a y b e s i n ce re, but t h e i r c h i l d w i l l fee l a w kwa rd a n d t h e deve l o pment of its own sense of resp onsi b i l ity w i l l be h a m pered . Aski ng q uestions a bout a g a m e is fi ne , b ut g i v i n g co m ments s h o u l d be l eft to tra i ners a n d oth er pl ayers - u n less the youth p l ayer a s ks fo r it h i m self. Act u a l ly, y o u n g players w i l l h a rd ly ever ta ke a n y tech n i ca l a d v i ce fro m t h e i r p a re nts a n yway, so the l atter can save themselves the tro u b l e . The behav i o u r o f s o m e p a rents ca n b e fru strati ng fo r tra i ne rs . They do not m i n d paying extra su bscri pti ons, ex pect i n g top ra n ki n g s ( prefe ra b l y on the world sta g e ) , but t h e i r c h i l d s h o u l d not put too m u c h effort in chess stu dy ('m uch too b u sy with his h o m ework, h e 's only a c h i l d ') . I n such cases a tra i n er can j u st as well te l l the p a rents right away that th e i r c h i l d w i l l never fi nd the way to the top. Also, he s h o u l d seri o u s l y consider term i n ati ng the cooperati o n . I t i s i m porta nt that tra i ners a n d coaches i nvolves pa re nts w ith th e i r c h i l d re n 's com petitive deve l o p m e n t . Pa re nts often have q u esti o n s a bout top-class sport - out of i nterest o r out of i g n o ra n ce . There a re even some p a rents who cla i m to know i t a l l . I f tra i ners a nd coaches g i ve them well -thoug ht-out a n swers , this w i l l e n a b l e the p a rents t o contrib ute constructively to t h e i r c h i l d 's development. 22

On com petiti o n days, a tra i n er o r coach can h ave i nfo rm a l chats with them . This w ill res u lt in a re lati o n s h i p based o n mutual tru st, w h ich may sometimes lead to surpri s i n g i n s i g hts on both sides. Tra i n e rs a n d coaches c a n te l l the pare nts that they can p h o n e o r m a i l them if they h ave a ny q u esti o n s . Tra i n e rs a n d coaches are w e l l -advised to po i nt out the own res ponsi b i l ity of the p a re nts to the m . If necessa ry, the p a ren ts s h o u l d contact the tra i ne r o r coach the mselves. Conta cts with p a rents can p rovide the coach and tra i ne r w ith a l ot of useful information a bout t h e i r p u p i l s . Nobody knows a l l the a nswers, not even a n expert tra i ner o r coach . I t i s i m po rta nt that they a re ca p a b l e o f l iste n i n g wel l! Ch i l d ren may be usi n g certa i n med i c i n s , they may have perso n a l problems, or they may be ( s l i g htly) a utisti c ; their p a ren ts m a y be g etti ng a d ivorce, or someth i n g u n p l easa nt may have h a p pe n ed at sch o o l . A l l of these factors may i n fl u e nce the soc i a l fu ncti o n i n g of ch i l d ren a n d , conseq u e ntly, a l so thei r co ncentration d u ri n g tra i n i ng s a n d t h e i r performa n ce i n com petitio n s . Many practica l problems req u i re ' a c u n n i n g p l a n ' ( see a l so the p a ra g ra ph u n der the same titl e ) . There is no g ene ra l rec i p e fo r a ny pro b l e m , but often a creative so l ution i s possi b l e . If p a ren ts th i n k a l o n g with the tra i n er o r coach, the latter ca n ta ke p rofit from t h i s in m a ny ways. At to u rn a m e nts, ce rta i n l y events w ith you n g chess p l ayers, p a rents ta l k a lot to each oth e r. H e re a n d there a ' g rap ev i n e ' may g row, w h i c h is con tra prod uctive . It is wiser to stay away fro m such ' g ra pev i n es'. Matters that concern a l so other parents, youth players o r the sp orts o rg a n i zati o n , can be d i scussed at pa rents meet i n g s , o r i n a cl u b b u l l et i n , i n a newsl etter o r o n a website. D u ri n g a pa rents meet i n g a tra i ne r ca n spea k to m a ny p a rents at o n ce , w h i ch saves t i m e . Another adva ntage i s that p a rents a re a l so confronted w ith each othe r's q u esti ons, ideas and o p i n i o n s . Especi a l l y in a cl u b sett i n g , such m eeti n g s ca n contri bute positively to the deve l o p ment of a sti m u l a t i n g chess cu ltu re . In 2007, SBSA held a p a rents meeti ng i n Apeldoorn, w h e re Art u r Yu s u pov was i nterviewed by Ka rel va n Delft a bout ta lent deve l o p ment . Parents of S BSA youth tra i n i n g partiCipa nts were a l l owed t o a s k q uesti o n s . O f t h i s m eeti ng a v ideo has been made, w h ich youth tra i n i n g p a rtiCipa nts a n d t h e i r p a re nts late r recei ved on DVD . I n one of the weekly S BSA e m a i l newsl etters, a s u m m a ry of the i nterview has been p u b l ished . The a g e n d a of a p a rents meet i n g may featu re the fo l l o w i n g ite m s : re ports on activities, the intro d u ction of new i n i ti atives, a n i nventari zatio n of suggesti ons, qu esti ons, o r an a p pea l fo r help with o rg a n izat i o n a l m atte rs . I n the a p pe n d i ces we g i ve a m o re exten sive l i st of s u bjects . I f p a re nts m a ke active co ntri butions to all kinds of o rg a n i zati o n a l m atters, this w i l l ease the o rg a n i zers ' task a n d contri bute to a sti m u lating chess cu lt ure . I n the e n d , parents a re o n l y h u m a n be i n g s . A chess father o nce told u s that he never v i sits cru ci a l matches of his c h i l d , a s h e te n d s to get too n e rvous on such occa s i o n s . Another p a rent cl a i m ed that it m ade h i m i l l . ' Be i n g a chess parent is h eavy stuff', a novice chess father co ncl uded . A school chess tra i n er recou nts: ' D u ri n g chess matches and tourname nts of m y c h i l d re n I a m often sta n d i ng on the s i d e l i n e , a n d I notice the p a rents' negative i n fl u en ces on thei r ch i l d re n . I n the past few yea rs I have watched p l enty of talent g o down the dra i n .' H e i s a s u p p o rter of p a rents m eeti ng s: 'After a l l a p a rent i s the t h i rd player o n the chessbo a rd .'

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A3 Techniques A3.1 Goal setting

An a m bitious ch ess pl aye r wa nts to a c h i eve a n a i m - he wa nts to play at the h i g hest poss i b l e level . O n l y very few people m a n a g e to beco me world c h a m p i o n , but it ca n a lso be a n a ccepta b l e a i m t o end u p i n t h e to p ra n ki n gs o f a reg i o n a l c h a m p i o n s h i p . Everyone sets the i r own g o a l s . Am bitions a n d pleasure i n p l a y can perfectl y go h a n d i n h a n d - they can even strengthen e a c h other. It is i m po rtant t o set g o a l s that a re rea l i sti c . If a youth player, h i s p a rents or his tra i ne r or co a ch set t h e i r g o a l s t oo h i g h , t h i s can hav e a very frustrati n g a n d contra p rod u ctive effect . At to u r n a m e nts, com petit i ons a n d tra i n i ngs, it i s best for a youth player to focus o n performa nce g o a l s . These a re rea l i sti ca l l y chosen g o a l s where you strive for an a c h i evement that is opti m a l l y atta i n a bl e . You ta ke you rself as a point of co m pa rison - not someone else - a n d , for exa m p l e, you want to i m p rove yo u r t im e m a n agement. Fea r of fa i l u re is u n necessa ry. You ha ve every reason to be self-confident a n d co ncentrated . If the o p ponent is better at this poi nt, then so be it. It's not i m porta nt . You want to use your own q u a l ities to the fu l l a n d perform o pti m a l ly. You want to lea rn fro m yo u r experie nces a n d perform even better n ext t i m e . I f you n g c hess pl ayers focus on res u lt goals ( 1 0 ) , they w i l l fee l co m p e l l ed to w i n at a l l cost . This can e asil y lead to constra i ned p lay and fea r of fa i l u re . For the sa me reason, pep ta l k a i med at res u lt goals by a parent, tra i n e r o r coach i s useless. 'Yo u ' l l w i n this, w o n 't yo u ? ' is a n advice g i ven with good i ntentions, but it i s em pty ta l k . I t i s better to create opti m u m perfo r m i n g conditions, l i ke good preparation a n d a good rest before pl ay, and to g i ve p ractical ti ps . These may be a bout t i me m a n a g e m ent, the choi ce of open i n g , o r a bout ta k i n g a wa l k before a g a m e . G o a l setti ng i m p roves you r res u l ts . I n o rd er t o b e effective, g o a l s m u st m eet the fo l l ow i ng criteri a : a i med at performa nce i n stead of resul t hi g h but atta i n a b l e, rea l istic c h a l l e n g i n g , resu lti ng in a n enjoyment of you r sport specifi c, concrete a i med at a not too d i stant futu re measu ra b l e s h o u l d be fo l l owed by feedback, the tra i n e r/coach m u st eva l uate the res u l ts with the p l ayer Havi n g s a i d a l l this, of co u rse a p l ayer sti l l wa nts to beco m e a cha m p ion . The fie ld of te nsion betwee n resul t orientation a n d ach ievement o rie ntation can be solved in a s i m p l e way : at every t u rn your thoug hts s h o u l d be a i m ed excl us ively at fi n d i n g the best poss i b l e move. Experience teaches that a score of 7 , 5 out of 9 often suffices fo r fi rst p l a ce in a to u rn ame n t . Th en why s h o u l d you want to w i n every ga me? As you see, there is even roo m for t h ree d ra ws! If we put th i s i nto perspective, a l i ttl e re lati vizati o n is in o rde r. A chess talent develops by ju mps. Now a n d then a n i nc u bation period occu rs, whe n new ly24

g a i ned i n sig hts a re i ntern a l ized, a n d it ta kes t i m e before this is expressed i n achieve ments . I t i s i m porta nt t o be p u rposive , but it s h o u l d n o t b e a pro b l e m if t h is is n ot i m med iately expressed i n a h i g her rati n g . M ost talents wi ll even fi n d that their rati n g re m a i n s level fo r a n u m ber of m o n t h s . A3.2 Training programme

Yo ung pl ayers with a m bitions m u st tra i n a lot a n d play m a ny ga mes. Room for sponta neity is i m porta n t : stu d y i n g g a mes that you fi nd i nte resti n g can be done at a ny point in time. However, in o rd e r to ach i eve res u lts it i s a l so necessa ry to work systematica l l y v i a a tra i n i ng p rog ra m m e . I n such a pro gra m m e the fo l l o w i n g t h i n g s a re determ i ned : g o al s ( w h ich books, co l l ecti o n of tactica l exerci ses, etc . ) t i m i n g ( e . g . tactics befo re sch o o l , g a m e a n a lysis i n the even i n g s ) a cti vities (tactical exercises, a n n otated ga mes, etc . ) too l s ( books, compute r, etc . ) p roced u res ( se l f-stu d y, w ith p a rtner, w ith tra i n er, etc . ) l ocati on ( study, c l u b ve n ue , etc . ) It is i m portant to rea l ize w h y you tra i n l i ke you do , a n d to d i v ide you r time wel l over the va rious co m po n ents. Fo r exa m p l e , a tra i n i n g pro g ra m me can be put together by d ra w i n g up a matrix w h e re you w rite the week days in horizonta l co l u m n s , and in vertical co l u m ns you can i n d i cate s u bject, proced u re, ti m i n g a n d the a mo u nt of t i m e spent; w h ich l iterat u re , locat i o n , and a d d itiona l co m m ents. D ra w i n g u p a tra i n i n g p ro g ra m m e is a fo rm of g o a l - setti n g . It is advisa ble for a y o u t h p l ayer a n d h i s tra i ner t o d ra w u p a tra i n i ng prog ra m me together. Th e tra i ne r h a s expertise a n d the youth p l ayer is the o n e for whom the progra m m e i s desi g n e d . One-way traffic fro m the tra i n e r to the pl ayer is a waste of t i m e . A progra m m e a n d a week sched u l e w i l l o n l y be effective if the youth player rea l izes its use a n d h e l ps desi g n i n g it. He s h o u l d feel res po n s i b l e for it a n d d e c i d e for h i mself what h e wa nts t o ach ieve, a n d if he wa nts t o m a ke an effort for t h i s . Pa rents m u st be i nvolved i n these m atte rs . They tra n sport th eir c h i l d re n , pay for tra i n i ng s, a rra n g e va ri o u s t h i n g s , a n d they a re a l so a sou n d i n g board for t h e i r ch i l d . So meti m es it i s also necessary for them to rem i n d a c h i l d of certa i n a p poi ntme nts it has m a d e w h i c h , co nseq uently, have to be met. If pa re nts do not sup p ort the p rog ra m m e , the w h o l e t h i n g w i l l be a g ua ra nteed fa i l u re . A tra i n i ng p ro g ra m m e covers a ce rta i n period . Appro x i m ate season's progra m m es a n d trim ester p rog ra m m es can be d ra w n u p . I n a week sched u l e this can be l a i d d o wn very concrete l y. With i n d i v i d u a l tra i n i ngs, the tra i n er a n d the p u p i l can check d u ri ng weekly meet i n g s if the sched u l e of the past week has been co m p l eted . The youth p l ayer may keep a d i a ry whe re he records his learn i n g experi e n ces. The tra i n er can l ook at these a n d g i ve comments . Feed back by a tra i n e r o n self-study i s i m po rta n t : it is sti m u lati n g , a n d it a l lows for a n opti m u m p rocessi n g of experi e n ces a n d acq u i red i ns i g hts. Also, the way in which the p u pi l stu d i es and m a kes exercises can be d i scussed . N ext, a new week sch e d u l e is d rawn u p . The p rog ra m m e m u st b e eva l u ated reg u l a rly a n d adjusted acco rd i ng to 25

experi e n ces, p rog ress a n d new poss i b i l ities cro p p i n g u p . The d ra w i n g u p of a tra i n i ng p ro g ra m m e does not ta ke a l ot of t i m e if it is develo ped i nto a ro uti n e . Besides, it i s u sefu l a n d e nj oya b l e t o refl ect o n experiences. If a tra i ner a n d h i s p u p i l eva l u ate experiences a n d m a ke n e w a p poi ntme nts i n good consu ltati o n , this w i l l con tri bute to the p u p i l 's positive self-i m age a n d t o h i s deve l o p ment of self- m a n a g e m e n t . It i s poss i b l e that these tasks a re fu lfi l led by d i ffe rent peo p l e . Fo r exa m p l e , a p a rent can s u pervise the week sched u l e . One tra i ne r ca n a n a l yse g a mes a n d a n other strong p l ayer can fo l low the process a n d g i ve advice, for exa m p l e ab out the choice of w h ich to u rn a m e nts to pl ay. It i s i m p o rtant that the p ro g ra m m e is fl ex i b le a n d that it leaves roo m for spo nta ne ity. An o p po rt u n ity to p l ay a n extra to u rn a ment may present itself. Or maybe there a re enjoya b l e acti vities at schoo l , somet i m es preve nti ng a youth p l ayer to p l ay chess. A chess fri e n d m a y, i n h i s enth u s i a s m , bo rrow a n i n teresti n g m a g a z i n e o r book that h e w a n ts to have a l o o k at. A search o n the I nternet may yield i n teresti ng g a mes, pos itions o r stori es . A good chess pl ayer is a resea rcher, a n d therefore the tra i n i n g progra m m e m u st leave roo m fo r resea rch of a l l k i n d s of i nterest i n g the mes that cro p u p spo nta neously. A good idea is, for i n sta n ce , to solve ten d i a g ra m positions w ith ta cti c exerci ses five times a wee k . Th i s g ives you two extra d ays to m a ke those exercises if you can not m a ke it at o n e time o r a n other. Another i d ea is to outl i n e t h ree-q u a rters of the tra i n i ng t ime befo re h a n d , a nd l eave o n e q u a rter fo r b rowsi n g . Browsing means t o sponta neously g et g oi ng w ith certa i n s u bj ects, th i n k a bout the m , sea rch o n the I nternet fo r i nformat i o n , ta l k a bo ut them with a tra i n i n g partner, etcetera . There a re n o u n i ve rs a l rec i pes. Age, a m b iti o n , l e a rn i ng sty le a nd a l l k i n d s o f i n d i v i d u a l poss i b i l ities a n d restri cti o n s h ave t o be taken i nto acco u n t . A tra i n e r a n d h i s p u p i l can deve l o p a n i n sp i ri n g a n d effective tra i n i n g pro gra m m e i n consu ltati o n , a n d they c a n a dj u st t h e conte nt w h e re necessa ry. A tra i n i n g prog ra m m e h e l ps y o u t o structu re you r a ctiviti es . I t m a kes i t easier t o s u m m o n self- d i sc i p l i ne , a s the progra m m e c l e a rl y i n d i ca tes what m u st be do ne o n each d ay. Someti mes a p l ayer does not feel l i ke d o i n g a nyth i n g for a n enti re day. Someti mes, t he n , he h a s to be ' m a d e to fee l l i ke it', but at other ti mes he can be a l lowed to take a d ay off. If the weather i s good for swi m m i n g , self-study can be postponed for a cou p l e of h o u rs o r for a fu l l d ay. If the p ro gra m m e i n d i cates an a p poi ntment with the tra i n e r, the tra i n i n g w i l l take p l a c e . A week sched u l e a l so e n a bles y o u t o switch a ctivities, for i n sta nce, b y m a k i n g m o re t h a n y o ur d a i ly portion of ta cti cs o n o n e day a n d spe n d i n g more t i m e o n a n other the m e o n the next. The tra i n i ng p ro g ra m m e s h o u l d consist of va ry i n g proce d u re s. Some t h i n g s a re better d o n e a l o n e , oth ers p refera b l y w i t h a tra i ne r a n d/or a tra i n i n g p a rtner. It is a l so usefu l to a l ternate tactics w ith posit i o n a l s u bjects ; for exa m p l e , by spe n d i ng 1 5 m i n utes a day o n ta cti c al exerci ses a n d h a l f o n h o u r o n positi o n a l su bj ects . If y o u w a n t t o g e t res u l ts , you s h o u l d work m eth od ica l l y. A p l a n co nsists o f a g o a l , too l s , p roce d u res, obstacles a n d a t i m e sched u l e . With tra i n i ng p l a n s a s w e l l as c hess exercises it i s u sefu l fo r a tra i ne r to a s k h i s p u p i l to cl assify these five e l e m e nts syste matica l ly. B y a s k i n g q u estio ns, t h e tra i ne r can adj ust the d i scovery a n d the c l assification of the va rious aspects .

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A3.3 Chess diary

'The wea kest i n k is stro n g e r t han the best m e m o ry ', Co nfu c i u s sa i d . I f you want to beco m e a better p l ayer, a chess d i a ry i s u sefu l . You c a n le arn somet h i n g from every s i n g l e g a m e you p l ay by a n a l ysi ng it. You can record your con c l u s i o ns in yo u r d i a ry. Th ese n otes may be q u ite s h o rt, as long a s you w rite down the m ost i m po rta nt t h i n g s . You w i l l go a l o n g way even if you le arn j ust one s i n g l e t h i n g from every g a m e . Th i s d i a ry can be i n the shape of a n oteboo k, a text document on a co m p ute r, or a loose-leaf fi l e . In it, a ch ess stu dent can record notes from tra i n i n g sess i o n s , and a l so re ma rks o n ga mes he has stu d ied , o r on chess l iteratu re . You ca n a l so i n cl ude observations a bout you r o w n behav i o u r. For i n sta nce, y o u m a y h ave been g i ven a ti p a bo ut concentration exerci ses, or yo u r tra i n er has ex p l a i n ed to you that it i s very u n sportsm a n l i ke to ca l l oth er chess p layers ' patzers' ( h ow good a re you a nyway? ) . Otherwise, a d i a ry ca n co nta i n p i ct u res, newspaper c l i ppin gs, a rticles from c l u b b u l l eti ns, ra n k i n g l i sts of to u rn a m e nts you 've p l ayed, re ports o n tra i n i ngs, etcetera . Keep i n g a chess d i a ry has fou r adva ntages: w h i le you w rite, you conte m p l ate w h a t you have le arned and experienced . Th i s h e l ps you to u n d e rsta nd things better and to me m o rize new i n s i g hts . you co l l ect a l i st of t h i n g s that you know a n d a re c a p a b l e of. By re rea d i ng the d i a ry you w i l l refresh y o u r m e m o ry. you can w rite d own rules of t h u m b i n it. These a re genera l rules that you ta ke i nto consideration d u ri n g a g a m e . it i s fu n t o browse backward s n o w a n d th en . In the d i a ry you w i l l work m a i n l y with texts . Apa rt fro m that, it i s u sefu l to co l l ect i n terest i n g positions i n a separate data base of a com puter prog ra m m e l i ke Fritz or Chessbase . A3.4 Analysis Questionnaire

If you want to beco m e a good chess pl ayer, you m u st a n a l yse your own g a mes. It i s a to u g h job to m a ke a g ood game a n a l y s i s . The Apeldoorn Ana lysis Question n a i re (see Append i x 1) h e l ps you to p l u m b the de pths of y o ur own games a n d to stu dy the way p l a ye rs perform d u ri n g a g a m e . The a n swers to the q u est i o n s p rovi d e you w ith a tec h n ical a n d psych o logical a n a lysis of stre n gths a n d wea kn esses, wh ich w i l l p rov i d e you w ith sta rt i n g - po i nts for i m provi n g yo u r p l ay. The Ana l ysi s Q u esti o n n a i re is u sefu l for youth p l ayers as w e l l as a d u lt p l a yers a n d tra i ners . U s i n g an a n a lysis q u esti o n n a i re , a chess player a nd h i s tra i n e r w i l l concentrate o n ce rta i n a spects of the g a m e , and on the forme r's perfo rm a n ce at the board . Th i s i s d iffe rent fro m the class i ca l way of a n a lysi n g , w h ere a chess p l ayer c riti ca l l y a ssesses h i s p l a y m ove by m ove (see the p a ra g ra p h on a n a l ysis) . A tried - a n d -tested method i s w h e n a p a rti c i p a n t of a tra i n i n g g ro u p a n a lyses one of h i s own g a mes a n d fil l s in the q u esti o n n a i re . Before the tra i n i n g , he hands in the co m p l eted q u esti o n n a i re to h i s tra i n e r a n d the other players from his tra i n i n g g ro u p . D u ri n g the tra i n i n g they d i scuss the g a m e , w h i l e study ing the 27

a n swers i n the q u estio n n a i re . As a p roced u re, this q u esti o n n a i re offers some va riety d u ri n g tra i n i n g s . It i s not necessa ry to a l ways use this q u esti o n na i re for a na l y s i s . Th e Apeldoorn Analysis Questi o n n a i re h a s b e e n deve l o ped for y o u t h tra i n i ng s i n Ape l d oorn by D h a rm a Tj i a m a n d Ka re l va n Delft . A tra i ne r c a n a b ridge this l ist or add to it as he sees fit . Abri d g i n g is reco m mended with younger pl ayers, as otherwise they w i l l be confro nted with too m a ny s u bjects at a ti m e . Lucien va n Bee k a n d Ka rel van Delft h ave m ad e a n i n q u i ry a m o n g youth tale nts at SBSA tra i n i n g s in Apeldoorn , a s k i n g them w h a t they tho ught of the questio n n a i re . As it turn s out, t h e i r responses to the task of i n d icati ng the ten m ost i m po rtant tech n i ca l a n d psyc h o l o g i ca l q u esti o n s va ry. Pro b a b l y a l l the q u estions a re re leva nt, but not for everybody a l l t he ti m e . A p l a u s i b l e e x pla nation is that youth players tend to look back on t h e i r m ost recent experie nces o n l y if they a re asked to ma ke a selecti o n of the m ost i m porta nt q uesti o n s . If a tra i n er thi n ks the l i st i s too long, h e ca n m a ke a s m a l l e r sel ectio n of q u estions, o r he can a s k his tra i nees to ta ke ten q u esti o n s w h ich they themselves consider the most re levant for a certa i n g a m e . I n a g reat n u m ber o f tra i n i ng s a n d workshops, t h e a uthors have spo ken to eig ht-yea r- o l d p l ayers a n d u pw ard s a bout psycho lo gi cal a spects of chess . A majority of the youth players a re i n te rested i n those . It i s i m porta nt for the tra i n er not to m a ke a bstract observati o n s . He w i l l be a b le to pass on psycholog i ca l i n sig hts opti m a l l y i f h e g ives them concrete na m es, w h ich a re re l ated t o co ncrete experie n ces i n g a me s . A t ra i ner s h o u l d spea k a bo ut psyc h o l o g i ca l s u bjects i n a wel l - bala nced way. A youth pl ayer i s o n l y a bl e to i ntern a l ize one o r two i n s i g hts per tra i n i n g . Psych o l o g i ca l i n sig hts s i n k i n best if a you n g playe r d i scovers them by h i m self. A tra i ne r can a ccom p l is h this by a s k i n g d i rected q u estions a bout p rivate experi e n ces d u ri n g a g ro u p d i scuss i o n or a n i n d i v i d u a l tra i n i n g . A3.5 A cunning plan!

Yo uth players ru n i nto a l l k i n d s of p ro b l e m s . N ot for every p ro b l e m there is a clear so l uti o n , but fo r m a n y p ro b l e m s there i s o n e . The coach s h o u l d a n a lyse the situatio n , be creative a n d come up w ith tricks. Often h e ca n m a ke the youth p layer solve the p ro b l e m by h i m self. With a cu n n i ng p l a n! If a p layer p l ays too cauti o u s l y, h e c a n get i nto ti me-tro u ble , o r perh a ps he does not trust h i mself to sta rt an a l l -out attac k . A tra i ne r w i l l first try to fi nd out the cause for such cauti o n . Does the p l ayer lack self-co nfi d en ce, for i n sta nce, or is he a pe rfection i st and does he fi nd it h a rd to m a ke decisions? The tra i ne r can assign the p l ayer to e m p l oy s h a rp va riatio n s in a n u m be r of g a m e s . By d o i n g t h i s , t h e p l ayer w i l l l ea rn how it feel s to p l a y i n s h a rp positions, a nd h i s fea r of such play may s u b s i de . A youth p l ayer is best a b l e to a cq u i re new i n sig hts if the tra i n er expl a i n s to h i m h o w someth i n g works, a n d if, besides that, he a l so experi e n ces it h i mself d u ri ng a g a m e or a tra i n i ng sess i o n . If a youth p l ayer, w h e n sol v i n g a sh eet of d i a g ra m s, m a kes m o re m i sta kes near the e n d , t h i s may be caused by a decl i n e in e ne rg y. Once d u ri ng a youth tra i n i ng sess i o n in Apeldoorn , the p a rt i c i pa nts were a sked to hold a cha i r over thei r heads . That was easy, but after a few m i n utes, va rio u s c h a i r carri e rs started to th i n k otherw i s e . They were a l lowed to put down the cha i rs a n d the tra i n i ng went on. H a lf an hour later they were a s ked to hold the cha i rs over 28

th e i r heads ag a i n . They succeeded without tro u b l e . By way of e x p l a n ati o n , the pa rticipa nts were to l d that as reg a rd s energy, the b ra i n works j u st l i ke a m u scl e : you ha ve to g i ve it a rest n o w a n d then i f y o u want i t t o perfo rm o pt i m a l ly. Th is mea ns th at d u ri n g the co u rse of a tra i n i n g sess i o n , o r d u ri n g a g a m e, o r for exa m p l e d u ri n g yo u r ho mework, you have to take a bre a k reg u l a rly. Duri ng p rivate tra i n i ng s , the then si x-yea r-o ld youth p l ayer Ya ssi n e M o u h d ad was often very b u sy. When h i s tra i n er Ka rel va n Delft set u p a posit i o n , he started to get bored a n d d i s p l ayed i rritat i n g behavi o u r. The tra i ner devised a c u n n i n g p l a n . O u r you ng fri e nd w a s t o l d t o set u p t h e positions h i mself fro m t h e n o n . As there were no coo rd i n ates on the board a n d , m o reover, he was reg u l a rly seated beh i n d the b l a c k p i eces, t h i s was a good c h a l l e n g e . The tra i n i ng sessions were no longer i nterru pted , the boy develo ped a constructive l e a r n i n g attitude and the tra i n i ng sessions beca m e more fu n . A3.6 Experiments

An experi ment is a syste matica l l y p l a n ned tryout i n the fra mework of a resea rch p roject. A chess tra i ner m u st sti m u l ate you ng pl ayers to develop i nto researchers . That i s good for t h e i r chess deve l o p ment and a l s o for thei r perso n a l deve l o p me n t . Experi m enting is a tri e d - a n d -tested method to enjoy chess. Certa i n k i n d s of experiments s h o u l d be p a rt of every tra i n i ng sessi o n . A resea rcher thi n ks p h i l o so p h i c a l l y ( i . e . , conte m p lative a bout the use, the essence and the poss i b i l ities) a nd a n a l ytica l l y ( w h a t i s in w h ich way re l ated to what) a bout s u bjects and tri es, often systematica l l y, to deve l o p new i d e a s . Next, he w i l l check if h i s hy pothesis ( i . e . h i s ass u m pti o n ) is correct . Fo r exa m p l e , a youth p l ayer sta rts p l a y i n g a n e w o pe n i n g . He c a n read books and consult data bases o n it, h e ca n b rowse o n the I nternet, o r look at a n notated g a m e s . H e ca n a l so stud y open i n g tra ps . The next t h i ng is to use the open i n g i n p ra ctical p l a y in o rd er to g a i n experience with it. Th is can be done in tra i n i ng g a mes with a tra i n i n g p a rtner, d u ri n g the cl u b com petiti o n , a g a i nst a com puter p ro g ra m m e , v i a a chess server, o r i n tourna m e nt ga mes. A chess player ca n a l s o d i scover i nte rest i n g positi o n s whe n h e is stu d y i ng a n n otated ga mes or h i s own g a m e s . S uc h positi o n s d e m a n d cl oser i n vestigatio n . They can also be tested in g a mes a g a i nst a tra i n i n g p a rtner or a co m p uter. Or sometimes a player can try to get such a positi o n o n the board in a g a m e . M a k i n g m i sta kes i s i n herent t o a ny deve l o p ment process . You c a n learn from you r m i stakes a n d you m u st n't be afra i d to m a ke th e m . You ca n l e a rn from you r mista kes by a n a l y s i n g you r g a mes w e l l a n d w riti ng do wn y o u r co nclusions i n a d i a ry a n d/o r a d ata base with positi o n s fro m you r own ga m e s. A chess p l ayer ca n experi ment with tec h n i ca l q u estions, and h e can a l so experi ment with h i s own behav i o u r. Fo r exa m pl e , if h e reg u l a rl y suffers fro m ti m e -trou ble , h e c a n fi nd o u t w h at h i s perfor m ance w i l l be if he never th i n ks l o n g e r than three m i n utes per m ove for twenty g a mes i n a row . If he has tro u b l e concentrat i n g , h e can decide t o re m a i n seated at the boa rd d u ri n g the enti re g a m e , o r, on the contra ry, wa l k a ro u n d reg u l a rl y d u ri ng a g a m e to rel a x . B y l ea rn i ng to experi ment, you w i l l l e a rn t o u s e yo u r i m a g i nation a n d deve l o p creative a b i l ities . You w i l l g et t o know you r poss i b i l ities a n d (tempora ry) l i m itation s, and l e a rn to express your thoug hts o n certa i n situations. You w i l l lea rn t o d e a l w i t h setbacks a n d t o re lativize, deve l o p a n eye for paradoxes, 29

a n d d i scover that sometimes there i s more t h an o n e way to solve a pro b l em . I t is u sefu l for a ch ess p l ayer t o ex p ress h i s fi n d i ngs d u ri ng a n experiment i nto words in h i s d i a ry, a n d to d i scuss them w ith h i s tra i n e r. The l atte r can h e l p him to refl ect o n them and to d ra w co n c l u s i o n s . Fea r o f fa i l u re i n ex periments i s a bad co u n se l l o r, espec i a l l y for youth pl ayers . Obviously a chess p l ayer w i l l p l ay it safe if t hi s a l l ows h im to w i n a game or even a to u rnament. But in such cases a youth p l ayer s h o u l d not be ' c h i cken '. For optimum enj oyme nt of t he g ame a n d optimum d evelopment, a youth player must rea l i ze that he i s the ' d i rector', w h o i s res p o n s i b l e for h i s own deve l o pment. Th is i nvo lves resea rch and t he e x p l o ration of new ho rizons. The tra i n er s h o u l d keep o n e n co u ra g i n g h i s p u p i l s time a n d a g a i n to experiment, a n d he s h o u l d provide them with tra i n i n g materi a l to help them with t h i s . If you a re a b le to expe rime nt a n d you a re not afra i d to do it, t h i s w i l l feed you r i n tri n s i c moti vati o n . C h i l d ren can occ u py themselves fo r h o u rs o n end p l a y i n g , for example with thei r Leg o tra i n . Th i s i s beca use t h e y h a v e the freedom t o ma ke the i r own d i scove ries and g i ve them s h a p e . Th i s pl ayfu l way of d i scovery l e a rn i n g is con nected with aspects of both a cog n i tive ( th i n ki n g ) and a n emot i o n a l (fee l i n g ) nature . A3.7 Insights through games

A tra i n er ca n cl a rify i n s i g hts i n aspects of self-ma n a g ement o r knowl edge acq u isition via g ames . Fo r example, h e ca n ask a g ro u p of tra i nees how long they can hold their b rea t h . After t h i rty seco nds, most of them w i l l be q u ite short of breath a l ready. It seems to l a st a g es! But if t h i rty seco nds i s ' a g es', then why s h o u l d a chess p l ayer p a n i c if h e has o n l y two m i n utes t h i n k i n g time left? , the tra i n e r may a s k . I n Apeldoorn , enti re g ames a re compl eted i n two min utes at the offi c i a l D utch Champ i o n s h i p Lig ht n i n g Chess, an event that has been org a n ized h e re for severa l years now. If there is a computer a ro u n d , the tra i n er can a lso te l l his p u p i l s to google ' reco rd h o l d i n g breath ', w h ich tu rns out to be a ro u n d fifteen m i n utes . Peo p l e have tra i ned o n that. Practice ma kes perfect. That goes for chess, too . Another g ame i s t o a s k a tra i nee t o cl ose h i s eye s. You c a n a l so use a rea l b l i ndfo l d . N ext, the tra i ner wa l ks the test s u bj ect with the rest of the parti cipa nts to a n other room. There h e i s a l l owed to o pen his eyes for one second . Th e n h e i s a s ked to d escri be what he has seen . As a ru l e , h e w i l l ha ve seen ple nty : co l o u rs, s h a pes, moveme nts, o bjects , re lations, you name it. An awfu l l ot, in a ny case . The t ra i ner may ask his p u p i l s how o n e a rth it is poss i b l e t h e n t h a t t h e y can not s e e what i s g o i n g o n i n a s i m p l e chess positi on w ith o n l y a few wooden o r p l astic pieces . W i t h s u c h p rovocative q u estions the tra i n e r can cra n k up a d i scuss i o n . F i n a l l y someone may rea l ize that you ca n see a lot in one seco n d beca use you reco g n ize everyt h i n g you see . Knowledge i s recog n i ti o n . It works the same way i n chess . If a chess p l ayer knows ma ny patterns - a n d they can be learnt - , h e w i l l be a b l e to recog n i ze them in a positi o n . Th e n , if he a l so knows the c h a racteristics of these patte rns, he can put this knowledge to good use, w h ether it i s ta ctica l motifs l i ke a d i scove ry attack o r a p i n , o r o pe ni ngs, midd l eg ame positi o n s o r e n d g a m e s . With a l ittle creativity tra i n e rs can i n vent severa l games . They ca n a l so ask their p u p i l s to come up with a new g ame at the next tra i n i n g sess i o n . A ch ess student ca n w ri te down the i n s i g hts he h a s g a ined in a d i a ry or in a re port o n 30

the tra i n i n g . It is u sefu l to b rowse th ro u g h t his i n formation now a n d the n . He ca n ta ke exa m p l e fro m it a n d devote extra atte ntion to certa i n behavi o ura l as pects i n fut u re g a m e s . A3.8 Rules o f thumb and mnemonics

Apa rt from the ru l es of the g a me, chess has a n u m be r of other genera l rules. They can be fo rm u l ated i nto rules of t h u m b and m n e m o n i c s . There a re many exceptions, but sti l l it may be hel pfu l to a p pl y t h e m , espec i a l l y if you a re tired or stressed . O n e exa m p l e of a m n e m o n i c when a p i ece i s u n de r attac k is CI EPC : Captu re, I nterpose, Evade, Protect, Counterattac k . An e xa m pl e of a rule of thu m b i s : If you can not choose between p l a y i n g a pawn or a pi ece, p l ay the piece. A p i ece can a l ways g o back, a pawn ca n not. O r : Each stre ngthen i n g involves a wea ken i n g if you move a pi ece o r a p a w n , ce rta i n sq u a res a re covered but others a re n 't a n y l o ng er. There a re l ots of ru les of th u m b a n d m n e mon ics. It is u sefu l to w rite them down in a d i a ry if you encou nter them d u ri n g the ana lysis of yo u r g a mes o r w h e n p l a y i n g thro u g h a n n otated ga mes.

A4 Skills A4.1 Self-management

Self- m a nagement i s a centra l notion i n chess. O bjectivity, a rea l i stic self- i mage and a sense of resp o nsi b i l ity a re q u a l ities that co ntri b ute s i g n ificantly to the deve l opment of good self- m a nagement. A to p-class chess p l ayer ca n not do without good self- m a nagement - d u ri n g tra i n i ng sessio ns, a nd ce rta i n l y a l so d u ri n g g a m e s . H e has to d i v i d e h i s t i m e wel l , m a n a g e h i s e ne rgy, co ntrol hi mse lf, cope w ith setbacks, a n d concentrate wel l . A c h i l d ca n deve l o p a sense of responsi b i l ity i f t h i s i s sti m u l ated by its env i ro n ment. A youth p l ayer s h o u l d be as i m porta nt a co-a uthor of h i s own deve lopm ent a s poss i b l e . He m u st be a b l e to m a ke his own deci s i o n s a bout his own situati o n . Ta k i n g contro l of yo u r own l ife is the key to success . This sti m u l ates your fi g ht in g s p i rit, you r a n a l yti cal a b i l ity and creativity at the board and your effort d u ri ng tra i n i ng s, a n d it sti m u lates active self-study. It a l so contri butes to the devel o pment of yo u r perso n a l ity. You w i l l le arn to re -defi n e problems a s c h a l l e n g es. Th i s h a ppens when a youth p l ayer lea rns t h a t the outcome of a n event i s l a rg e l y d eterm i n ed by his own a cti o n s . W e ca n not re peat often e n o u g h that w e l l -t h o u g ht-out chess tra i n i n g is a i med to sti m u late both chess sk i l l s a n d person a l deve l o p ment. Tra i n ers , coaches and p a rents ca n sti m u l ate the develop ment of a sense of responsi b i l ity and of self- m a n agement in a n u m be r of ways . Youth players a re m e m be rs of tra i n i ng g ro u ps a n d c l u b tea m s . It is i m porta nt that a s a g ro u p , they fee l respo nsible for v a r i o u s p racti cal task s, such a s sett i n g u p ch ess materi a l a n d clea n i ng u p together. They m u st h e l p each other tech n i ca l l y with t h e pre p a ration for ga mes and th e i r a n a l y s i s . Tra i n i n g p a rtners a n d tra i n e rs sho u l d tackle each other i n case such tasks a re neg l ected . The tra i n er s h o u l d m a ke clear a rra ngeme nts with the g ro u p a bo u t t h i s . If t hi s is u n d er d i scuss i o n , he s h o u l d express h i mself d i rectly and clea rl y a n d g i ve a good motivation ( a l ways mention a reason ) . Of 31

course, h e s h o u l d req u i re that the person i n q u esti o n sti l l perform the a g reed ta s k . D u ri n g a tra i n i ng sess i o n , m a n y types of coo perati ng proced u res between youth pl ayers a re poss i b l e . They a re j O i ntly responsi b l e for the res u lt, a n d a l s o for e a c h oth e r. Yo uth p l a ye rs ca n a ss u m e sma l l o rg a n izati o n a l a n d tra i n i ng tasks at pri m a ry school c hess cl u bs a n d reg u l a r chess c l u bs . Th e task of the parents i s to see to it that everyt h i n g g oes accord i n g to pl a n . Where necessa ry, they can g i ve con structive co m m ents, o r l e n d a h a n d . Ta sks m u st be d o a b l e . If they do not lead to a perception of success, t h i s w i l l work cou nterpro d u ctively. Tea c h i n g a big g ro u p can be d iffi c u lt but, a s a rule, it is perfectly possi bl e fo r youth p l a yers t o fu ncti o n as i n d i v i d u a l tra i n e rs by a n a l ysi n g with m otivated younger pl ayers . If a youth p l aye r i s res po n s i b l e for a tra i n i n g sess i o n , this w ill i m p rove h i s self- i ma g e and sti m u late the deve l o pm e nt of his soc i a l and cog n i tive ski l l s ( h i s a b i l ity t o structu ra l i ze h i s thoug hts a n d put them i nto words, to p ra ctise pati e n ce , to l i sten, to a s k o r refo rm u l ate q u estions, and to consu lt others ) . A l l too freq ue ntly, youths a re g i ven too l ittl e respon s i b i l ity. This can lead to m i s b e h a v i o u r, a s youths w i l l not feel that they a re taken seri o usly, they w i l l get bored a n d ( q u ite rightly) take a rebel sta n d . Another t h i n g is that c h i l d re n and youths may l i ke to test the tra i n e r a l ittle - ' H ow fa r can I go?' There i s an easy a n swer to th i s : a joke i s fi n e, but we a re he re to enjoy an i nteresti ng tra i n i n g sess i o n . D u ri n g a tra i n i ng sess i o n a tra i n e r ca n reverse the ro les a n d a s k a youth p l aye r to conti n u e the lesso n . He ca n a l so ask someone to h a n d l e the s u bject materi a l for a seco n d t i m e , w ith the tra i n e r p l a y i n g a slo w stude nt. Th is form u l a struck a c h o rd w ith t h e t h e n si x-yea r- o l d Ya ssi n e M o u h d a d , w h o w o u l d beco m e D utch y o ut h c h a m p i o n ro u g h l y one yea r later. E v e n t h o u g h he co u l d no t yet read , he d i d want to have the m a n u a l on the table i n fro nt of h i m . That's what his tra i n e r d i d , and it loo ked q u ite i m p ressive . Such a new ro le is someth i n g you h ave to get used to, but this boy p l ayed it w ith verve . H i s eyes tw i n kle d, and he sat u p stra i g ht . You co u l d see h i m g row two i n ches . To teach i n stead of being ta ught i s n o s ma l l m atte r. S u d d e n l y you h ave to fo rm u l ate q u estions i n stead of a n sweri n g th e m . Th i s means that you m u st be thoro u g h l y a w a re of the esse nce of the theme u n d e r d i sc uss i o n . Of co u rse, a you n g teache r w i l l l ose the t h read here and there at his deb ut . The tra i n er ca n hel p h i m o n his way w ith a q u estion or a re m a r k . Beari n g res p o ns i b i l ities p romotes self- refl ecti o n . Kee p i n g a ch ess d i a ry with b rief n otes o n experiences i n the a reas of acq u i red chess knowledge a nd self ma nagement ca n co ntri bute to t h i s . It is u sefu l for a youth p l ayer to reg u l a rl y s h o w this d i a ry t o h i s tra i n e r. T h e l atte r ca n g i ve constructive co m m ents, a n d he c a n s h o w i nterest b y a s k i n g for fu rther e x p l a n a t i o n s . Givi ng co m p l i ments has a sti m u l ati ng effect . In case of fa i l u re, the tra i n e r ca n a s k how the youth p l ayer w o u l d rea ct h i mself i f he were shown someth i n g l i ke t h i s . QU ite a l ot of talented yo u n g p l a ye rs a re ca p a b l e of p lenty of t h i ngs at a youthfu l a g e . However, overest i mat i on a n d overbu rd e n i n g m u st be avoided . It is n o t easy fo r every youth p l ayer to keep a d i a ry. Fo r i nvolved p a rents it can be a n i ce task to d i scuss what has ha ppened in the tra i n i ng sessio ns, and to w rite down a few words on it - or they ca n h e l p the youth player to write somet h i n g h i mself. A youth pl aye r's sense of responsi b i l ity i s a l so sti m u l ated if h e d ra ws u p h i s own tra i n i n g sched u l e and ex p l a i n s it to his tra i n e r. I n a conversation with the tra i n er this sched u l e can be devel oped fu rther. 32

Via the A n a l ysis Q uesti o n n a i re a youth p l ayer can try to m a ke h i s own strength/ wea kness a n a l ys i s . Th i s is a form of self-critical refl ect i o n , w h i ch is i m porta nt, as a chess p l ayer who wa nts to deve l o p opti m a l l y s h o u l d be o bj ective, and he s h o u l d welco me h o n est c riti cism . The tra i n e r can g i ve co m m e nts o n the a nswers i n the q u esti o n n a i re, poss i b l y i n a tra i n i ng g ro u p w h ere the p a rticipants take tu rns in prese nti ng a co m p l eted q uesti o n n a i re . If such sess i o n s a re conducted in a positive to n e , they can y i e l d u sefu l self- i n s i g hts a n d i nteresti ng d iscussi o n s . Obviously it w i l l have t o be m ad e clear t h a t fa lse mod esty a bout sho rtco m i ngs is out of the q u estio n . It i s better to sti m u l ate a m o re o r less ' h ealthy m ach ism o ' ( a lso with g i rl s ) l i ke : 'I am so stro n g that I w i l l g l ad l y a d m it my m i sta kes, so I can learn from them a n d beco m e strong er', o r words to that effect. A4.2 Mental training

M enta l tra i n i ng is a i med at solv i n g menta l p ro b l e m s a n d sho rtco m i n g s i n self ma nagement. Desi ra b l e thoug hts, fee l i n gs a n d behav i o u r can be re i nforced, a n d u n desi ra b l e thoug hts, fee l i n g s a n d be havi o u r ca n be to ned down or rem oved . Th i s creates self-awa re n ess and s k i l l s , and causes the s u bject to feel happier. Some exa m p les of mental p ro b l e m s a re : a d iffu se self- i mage, lack of motivat i o n , co n centration d i sord er, stress, i n s ufficient sta m i n a , a n i n a b i l ity to l i ve u p to expectations of others, d e m a n d i n g too m u ch of o n eself, lack of co m posure, o r l a c k of confi d e n ce . A menta l tra i n i n g ca n b e g iven b y a psych o l o g ist o r a q u a l ified tra i n er/coach, a n d th i s can be done i n va rious ways. A menta l tra i ne r ca n g ather i nfo rm ation a bout a chess p l ayer by mea n s of conversations, q u esti o n n a i res, tests a n d observations. It i s i m porta nt to h ave a n o pe n exch a n ge o f thoug hts . M e nta l bl ockades a re often u n co n sc i o u s . It is d i fficu lt, if not i m poss i b le, for peo ple to have a co m p l ete l y o bj ective self-j u dgement. V i a menta l tra i n i n g , a chess player ca n g a i n i n s i g h t in h is su bconscio u s m otives and blockades. As soon a s there is someone who has these q u estions ' i n view', they can get a ' g r i p ' on it. The development of new ways of t h i n k i n g a nd new behavi o u r can not be rea l i zed in the w i n k of an eye. Th i s is often emoti o n a l l y stressfu l as wel l . But the good news i s : it's dogged a s does it. Some menta l tec h n i ques a re : set clear g o a l s a n d form u late them o n paper before criti ca l situati ons, such a s i m portant g a mes - try to v i s u a l i ze the poss i b l e course a n d d ete rm i n e how you want to tackle pro b l e m s re l a x before a g a m e ta l k t o you rself d u ri n g a g a m e eva l u ate experiences i n a d i a ry a n d i n conversations w i t h a ( m enta l ) coach Ca u ses of menta l p ro b l e m s can be c h a rted by a tra i n er o r a pl ayer with a so-ca l l ed ' reversed tree d i a g ra m '. Th i s te rm is d e rived from the 'tree d i a g ra m s ' in open i n g books, w h ere poss i b l e conti n u ations a re d e p i cted a s a series o f bra n ches. These look l i ke the b ra nches of a tree - hence the n a m e 'tree d i a g ra m '. The m o re you look to the right in such a sch eme, the m o re bra n ches you see . I n the me nta l ' reversed tree d i a g ra m ', it i s the oth er way a ro u n d . There is one problem for wh ich you ca n i m a g i n e severa l poss i b l e causes. These causes have d iffere nt 33

backgro u n d s o r ci rcu m sta nces. You ca n put these o n p a per i n a sch e m e . We w i l l g i ve a s i m p l e exa m p l e . A p l ayer h a s concentration p ro b l e m s . Poss i b l e causes a re a bad physical condition or a l ac k of se lf-co nfidence . An i n sufficient physical co n d ition i s caused by reg u l a r lack of s l ee p o r i n suffici e nt physical exert i o n . Lack o f self- confi de n ce ca n b e t h e res u l t o f very a m bitious parents w h o keep i nterferi n g . A tra i n er ca n e xp ress va ri o u s re levant i ssues i n catchword s a n d i n corporate these in a sch e m e that i l l u strates the m u t u a l re lations between the vari o u s issues . Every fa cto r i s a 'sw itc h ' t h a t the tra i ne r ca n 'turn ' i n o rde r t o i ncrease his p u pi l 's s ki l l s . M e nta l tra i n i n g can ta ke p l a ce in a separate setti n g . A q u a l ified tra i n er can a l so i n corporate it i nto his tra i n i ng s . The theme o f m enta l tra i n i n g i s extensi vely d i scussed i n the book ' Schach psyc h o l o g i e ' by Rei n h a rd M u nze rt and ' M e ntale tra i n i ng in de sport' by sports psyc h o l o g i st R i co Sch u ij ers . Other o utsta n d i n g books in the a rea of sport psycho l ogy a re ' S uccesfu l coa c h i n g ' a n d ' Coaches' g u i de to sport psychol og y ' by the America n a uthor Ra i n e r M a rte n s . A4.3 Physical factors

Acco rd i n g to form er world cha m p i o n M i kh a i l Botv i n n i k's m o de l, chess has fo u r as pects : tec h n i q u e , psychology, p hysica l condition, a n d coi ncidence . Fo rmer world c h a m p i o n Ga rry Ka s p a rov fou n d that his physical and menta l co nd ition were i nfl uenced positive l y by p ract i s i n g physica l sports . He observes that they i n crease his sta m i n a , h i s attentive ness a n d his q u ick ness of res ponse. S i x-time D utch c h a m p i o n Loek va n We l y s h a res t h i s experience. If a chess player is ti re d , he i s n 't a b l e to concentrate wel l , and so he will d o a bad job at processing i nfo rm ati o n , ca l c u l ati n g , and t h i n k i n g up ideas. A healthy body co ntri butes to good ach ievement - d u ri n g tra i n i n g s as w e l l as com petitio n s . Th i s means that you s h o u l d : eat hea lth i l y a n d m od erate l y s l e e p suffi ci ently be we l l - rested m a n a g e yo u r e n ergy d u ri n g the g a m e b u i l d u p a b a s i c physica l form b y reg u l a rly pra cti s i n g physical sports En ergy m a nagement i m p l i es a l ternati n g exert io n with re l a xati o n . Th is e n a bles you to p rol o n g you r th i n k i n g p erform a n ces o n an opti m a l leve l . D u ri n g a g a m e , for i n sta nce, a pl ayer can d ivert h i s t houg hts a n d re l a x h i s b o d y by wa l ki n g a ro u n d for a b i t . A s h o rt stro l l between g a m es i n a tournament a l so has a re l a x i n g effect. Kees Go rter, a g e n e ra l p ractitioner i n Apeldoorn, has d o n e some research o n t h e i nfl u e n ce o f p hysica l condition a n d n utrit i on o n atte ntion a nd con centratio n (see t h e to u rna ment b o o k o f the Creative Youth Chess To u rna ment, Apeldoorn 1 9 94 ) . Citi ng D r. H a rm K u i pers, a Professor of Exertio n Physiology at the Maastricht U n iversity and a o n e-ti m e ice-skati ng world c h a m p i o n , G o rter e m p h asizes the i m porta nce of the n e u roveg etative system o n the stress b a l a n ce . He advises a g a i n st heavy p hysical exertion before a g a m e . However, between g a m es a s ho rt exertion i s good i n order to sti m u late the a l e rtness of the 34

syste m , a lt h o u g h fati g u e s h o u l d be avoided . I n pri n ci p l e , bad sleepi ng before a g a m e is not a b i g p ro b l e m , as physi c i a n s concl ude that i n such situ ati ons the neurovegetative system i s hyperactive . M ental work does not cause any sig n i fi ca nt l oweri n g of the b l ood sugar level i n the b ra i n . Too m u ch s u g a r sti m u l ates t h e work i n g o f t h e gastroi ntesti n a l system i n stead of the b ra i n . Th i s causes a sense of n u m bness. Too l i ttle s u g a r leads to shaki ness a n d l oss of concentrati o n . D u ri n g g a mes, it's best for a pl ayer to take light n utrit i o n . Sweets w ith a lot of fat a re stro n g l y contra -a d v i sed . A l i m ited use of cafe i n e ( coffee, a coke) sti m u l ates the neu rovegetative system . Th is res ults i n a n i ncreased atte ntiveness a n d ad eq uate response. Alco h o l , even i n sma l l doses, h a s a n adverse effect on a l e rtness . Isoto n i c d ri n ks a re best, si nce they prod u ce a s m a l l er load o n the water b a l a nce. Prote i n s a n d vita m i n s never g ive a ny p ro b lems, G o rte r says, citi n g S a ri s , Professor of H u ma n N utrition at the Ma astricht U n ivers ity. A varied a n d b a l a nced n utrition is espec i a l l y i m porta nt. Gorter observes that q u i c k ness of res ponse espec i a l l y i nfl u e n ces pattern reco g n iti o n . A s u r p l u s of stress h a m pers co ncentrati o n , lea d i n g to a decl i n e i n performance. Go rte r c l a i ms that a s u r p l u s o f te ns io n ca n b e lowered o r neutra l ized by physical re l a xation exercises a n d b reat h i n g exercises, self- hy pnosis, a n d biofeedback p roced u res. H e poi nts at the fact that s u c h proced u res m u st be learned before h a nd . He mentions t h ree g o l d e n ru l es of n utriti o n : sufficient va ri ation in the m e n u , a s fresh i n g red i ents a s possi ble , and suffi cient l i q u i d . O n e point o f attention i n t h i s co ntext i s the i d e a l te m pe rature for studyi n g . Th is issue w a s o nce ra ised at a M o n day eve n i n g tra i n i n g . The h eati ng was turned too h i g h , and w h e n the tra i ner a s ked w h at was better for tra i n i ng : 30 degrees Ce l s i u s o r 3 , M a rtij n knew the a n swe r : 3 d e g rees, ' beca use you a l ways te l l us to keep a cool head .' Resea rch has y i e l d ed 18 deg rees Ce l s i u s as the ideal tem p e rature for stud yi n g . This s u bject deserves closer i nvesti gation - any chess p layer ca n try it out h i mself. It i s a l so advisable to pay attention to a i r h u m i d ity, l i g ht a nd t h e a m o u nt o f oxyg e n i n t he atmosphere. A4.4 Chess thinking

The th i n k i n g of a chess p l ayer enta i l s a n u m be r of fu n ctions, for exa m p l e : memory, ca l c u l a t i o n , reaso n i n g , com b i n i n g , the a p p l i cati o n of ru l es of t h u m b, and pattern recog n i tio n . A chess p l ayer may have a g reater a ptitude for certa i n fu nctions t h an for others . Other fu ncti o n s a re best ta u g ht a t a n early sta ge, i n a so-ca l l ed 'sensitive peri o d '. The Russ i a n psycho l og i st a n d chess g ra n d master N i kolay Krog i u s , fo r exa m p l e , d escri bes in h i s book ' Psyc h o l o g i e im Schach' that players who have l e a rned to p l ay c hess after their te nth yea r m a ke more ta ctical m i stakes t han playe rs w h o have lea rned the g a m e e a rl ier. There h as been m u ch research o n the t h i n k i n g of a chess playe r. A cl assic work i s D utch psycholog ist and chess p l ayer A . D . d e G root's 'Th o u g ht a n d Choice i n Chess' ( 1 946 ) . I n a conversati o n with Renate Li m bach a n d Ka re l va n Delft, De G root e xp l a i n ed that he h a d m a i n l y i n vestig ated cog n itive a spects of chess . J u st l i ke m a ny other a uthors on chess psychology, he h a d neve r occ u pied hi mself with the q u esti o n w h i ch conditions d ete rm i n e the deve l o pment of a sti m u lating ( youth ) chess c u l t u re . Neither h a d h e loo ked a ny deeper i nto tra i n i ng proced u res . H e h a d w ritte n severa l a rticles for a m a g a z i n e o n d i dactics, in which he reasoned that the Polgar experiment, in w h ich the t h ree H u n g a rian sisters 35

Zsuzsa, Zsofia a n d J u d it received exte nsi ve chess tra i n i n g by thei r p a rents at home, m i g ht have be nefited the deve l o p ment of the perso n a l ity of these g i rl s . Afte r a l l , spec i a l ization d o e s h ave adva ntages . I n h i s book 'Th o u g ht a n d Cho ice i n Chess', De G ro ot d i sti n g u ishes between fo u r sta g es in chess t h i n k i n g that a c hess p l ayer passes thro u g h reg a rd l ess of h i s level : the 'o ri e ntation p hase' ( w h i c h m oves a re worth consideri n g ; ca n d i date moves ) , the 'exploration p h ase' (try i n g out poss i b i l i ties by ca l c u l a t i o n , bri n g i ng down the n u m ber of ca n d i d ate moves) , the ' i nvestigation p h a se ' ( d eeper a n d more seri o u s resea rc h ) a n d t h e ' p roof p h ase' ( i s t h e re ma i n i n g ca n d i date move good? If not, ret u rn to an ea rl i e r sta g e ) . So m eti m es, v ia a n a l ysis at a later sta g e , yet a n other c a n d idate move wi l l s u rface . The big d i ffe re nce between a g ra nd m a ste r a n d a l esser p l ayer, acco rd i n g to De G root, is not that the g ra n d ma ste r calcu lates m ore deeply, but that h e has a g reater a rse n a l of patterns w i th a cco m p a n y i n g eva l u at i ons at his d i sposa l , with wh ich h e can test a n y g iven positi o n . In a research p roject by De G root a n d J o n g m a n titled 'The Eye of the M a ster', it t u rned out that strong chess p l ayers were m u c h better at repro d u c i n g a chess position afte r h a v i n g l oo ked at it for a w h i l e than l ess stro ng pl ayers . If the pi eces were p l a ced ra n d o m l y on the board, the resu lts were v i rtu a l l y i d entica l . Th i s is an a rg u ment in favo u r of the s u p position that chess pl ayers reco g n i ze patte rns (' ch u n ks') in a chess positi o n . D e G root d i d g ro u n d b rea k i n g work o n t h e s u bj ect o f cog n itive psychol ogy. One of h i s few p red ecessors was the Fre n c h m a n Al fred Bi net, who co n d u cted a resea rch p roject on i n tel l i g ence a n d the conditions for b l i ndfo l d chess in h i s work ' Psych o l og i e d e s g ra nd s ca l c u l ate u rs et j o u e u rs d 'echecs' ( 1 894 ) . Bi net concl u d ed that the a b i l ity to p l ay b l i n dfol d c hess was fo u n ded o n t h ree basic condition s : chess knowledge and experience, i m a g i n at i o n , and m e m o ry. I n a memora n d u m titled 'C hess i n structi o n i n schoo l ? ', De G root has s u g gested that chess ed u cation m ig ht h ave cog n i tive effects as well a s soci a l effects. Creative thi n ki n g a p pea l s to the i m a g i nati o n . The psycholog ist Amatzia Avn i c l a i m s that creative t h i n k i n g i s a s ki l l that can be l e a rned . M o re on this below. The maj o rity of chess pOSitions conta i n a m u ltitude of poss i b l e variatio n s . A h u m a n be i n g ca n n ot poss i b l y c al c u l ate t h e m a l l . T h e recog n ition a n d the com binati o n of patte rns p rovides you w i th sta rti n g - pai nts for the a ssessment of a positi o n a n d the selecti o n of ca n d id ate m oves. W h e n a ssess i n g a variati o n , some ch ess players c h i efly re l y o n t h e i r ca l c u l a t i n g a b i l ities. Oth e rs g ive more weight to thei r i ntuiti o n . We ca n defi n e i ntuiti o n as the u n con sci ous reco g n ition of possi b i l ities, l ea d i n g to the select i on of a soluti o n . There i s n o co ncl usive l y a n a lysed scientific model o f h u m a n th i n ki n g . If t h i s wou l d e x ist, it w o u l d conta i n m a n y va ria b l es, l i ke a g e , cha ra cte r, l e a r n i n g sty l e , a m bition leve l , etcetera . However, there is noth i n g m o re p ra ct i ca l t han a good theory. A n u m be r of as pects of t h i n k i n g a n d l e a rn i n g a re k nown from research a n d from experie nce . Th e a p p l ication o f those i n s i g hts i s a d i rect contri bution to the deve lo p m ent of ta lent a n d capacity. A4.S Creativity

Creativity m e a n s m a ki n g con n ecti o n s between matte rs a n d i d ea s that a re not connected at first sig ht. It e n a bles you to fi n d , use a n d deve l o p more possi b i l ities t h a n ap pea rs possi b l e . Creativity i s see i n g someth i n g that oth e rs 36

a l so see, but h a v i n g d iffere nt thoug hts a bout it ( a fter E i n ste i n ) . You define the p ro b l e m in a d iffe re nt way. Chess is a g a m e of poss i b i l ities a n d l i m itati o ns. Pattern reco g n itio n , ca l c u l a t i o n , tech n i q ue, positi o n a l pri nci ple s a n d the use of combi nations p l a y a ro l e . You d o not see that w h i c h you d o not l o o k at. A creative chess p laye r's m i n d is o pen to p a ra d o x i c a l poss i b i l ities. He sea rches for the u n expected h i mself. Creativity is a ski l l that y o u can le arn, c l a i m s the Isra e l i chess psycho l og i st a n d FI D E chess master Amatzia Avn i , w h o has d evoted a n u m be r of chess books to t h i s s u bject. He mentio n s n i n e pOi nts of attention for the deve l o pment of creative th i n k i ng : 1. 2. 3. 4. 5. 6. 7. 8. 9.

Awa re ness of psycho l o g i c a l b l ocks d ete rri n g creativity Co rrect defi n ition of the p ro b l e m To l era n ce t o u n o rthodox i d e a s I n teg ration o f known el ements W i d e n i n g o f h o rizons, p reventi ng specia l i zation Use of i m a g i nation Criti cism and d o u bt i n g S e l f d i sc i p l i ned tra i n i ng The motivati o n a l aspect of c reativity

Rem a rkab l y, i n a conversation with Karel va n Delft d u ri n g a n open youth ch a m p i o n sh i p in Isra e l , Av n i sa i d that h e co n s i d e red chess to be an a ntisoci a l sport . H i s c h i l d re n d o n 't even have to th i n k a bo ut g o i n g t o p l ay t h i s g a m e . Avn i 's a pp roach i s cog n itive : a i med at th i n ki n g a spects . J u st l i ke m any oth er chess a uthors he has not occu pied h i m sel f w ith soci a l psycho lo gi cal as pects . You can a cq u i re a ski l l i n stag es. You pass t h ro u g h fou r stages : 1. 2. 3. 4.

U n consci o u s l y U n a b l e CA p i n ? Never h e a rd of it') Consci ously U n a b l e CA to u g h job , these d i a g ra m exercises') Consci ously Able ( p ra ct i ce m a kes p erfect, you m a ste r the tech n i q u e) U n consci o u s l y A b l e ( you reco g n ize p i n s u n consci o u s l y and apply the tech n i q u e )

You can devel o p creative th i n k i n g by t ra i n i n g system atica l l y o n i t , study ing positions that a re d i a m etrica l l y o p posed t o c o m m o n t h i n k i n g patte rns . This req u i res a n open mi nd t o new and s u rp ri s i ng i d e a s . It can e v e n lead to a so ca l l ed 'flow', a state of consci o u s n ess w h e re everyt h i n g fits, w h e re you a re operati n g self-conSCio u s l y, concentrated l y, e n e rgetica l l y a n d e x plo rative ly. Creativity is somet i m es reg a rded a s syn o n y m o u s to i nt u i t i o n , a n d considered to be someth i n g mag ical a n d u nfath o m a b l e . H owever, i ntuitio n is noth i n g more or less t h a n u n consci ously recog n i z i n g patterns a n d m a ki n g co n n ecti o n s . These things do p l ay a ro l e in c reativity, but there is m o re to creativity. Psycho logy teaches u s that the expectations of peo p l e l a rg e l y d eterm i n e the i r observations. Then it i s only l o g i c a l that d iffere nt expecta t i o n s w i l l a l low for d ifferent observatio n s . Peop l e n o rm a l l y a p p roach p ro b l e m s by verify i n g them : b y i nvestigating i f someth i ng i s tru e . Another a p p roach i s fa l sificatio n : i nvesti gati ng if so meth i n g is n ot tru e . This h e l ps w h e n you a re fi g ht i n g a g a i n st menta l fi xations. As a n exa m p l e o f menta l fixati o n , t h e Russia n g ra n d m a ster a n d psychologist N i kolay 37

Krog i u s i n d i cates the ' Restb i l d ' : i n you r m i n d , a p iece is sti l l o n a certa i n sq u a re. With such a fa u l ty a ss u m ption you w i l l then deve l o p a fa u l ty l i n e of reaso n i n g . The Scottish g ra nd m a ster J o natha n Rowson pOi nts o u t the fact that strong chess p layers often use the word ' m aybe' in a n a lysis. Th is sig n ifies a fa l s ify ing a p p roach t o p ro b l e m s . Th i n k i n g i s i nfl uenced by em oti o n a l fa cto rs . F o r i n sta nce, it is diffi c u l t to a ntici pate you r o p pon ent's moves. S o m etimes it fee l s as if you a re hel p i n g your opponent by fi n d i ng a g ood m ove for h i m , a s fo rm e r d ra u g hts world champion To n S ij b ra nds o n ce to l d u s . I n the 1 99 0 's he was i n volved i n youth chess activities in Apeldoorn, a m o n g others with a l ectu re o n self- m a nagement for youth chess pl ayers i n a two-day workshop i n a youth hoste l . He lost a off- h a nd chess gam e t o M e rij n van Delft, w h o was twelve at the t i m e . I n a d ra u g hts game, p l ayed b l i n dfold by S ij b ra n d s, M e rij n 's p l a y was so d ra m atica l l y bad that at a ce rta i n pOi nt Sij b ra n d s beca me u ns u re o f the exact positi o n . There w a s no mea n i ngfu l pattern to be d i scovered i n M e rij n 's p l ay. A practical a dvice is to get u p n ow a n d then d u ri n g a g a m e a n d l ook at the positi on fro m your opponent's s i d e . D ra u g hts pl ayers d o t hi s m u ch m o re often t h an chess p l ayers , w h o a p pa rently have more tro u b l e co m i n g up with such a n i d ea . Ado pti ng a d i ffe re nt way of t h i n k i n g is tra i na bl e . Also i n creative positions, the chess ru l es a p p l y. It's j u st that the solutions to these positi ons a re more su rprisi n g . H owever, if you have never seen a d i scovered attack, you proba b ly wo n 't t h i n k of fi n d i n g the sol uti o n to a positi o n i n that d i rectio n . M a ny people t h i n k convergentl y : they look fo r con crete soluti o n s . Creative chess playe rs fi rst thi n k d i vergently, t h e i r thoug hts m ove i n a l l d i recti o n s . They thi n k that everyt h i ng i s possi b l e . They a re l o o k i n g for the q u estion not the a n swer. They co m b i n e a cl ea r- h eaded a p proach to b ri n g i n g o r resto ri n g order in the e le ments of a positi o n w ith t h e i r fasci nation fo r a q u est for orig i n a l d iscove ries a nd ideas. I n s h o rt, creativity i s a tra i n a b l e way of t h i n k i n g , wh ich a l l ows you to fi n d , u s e a n d deve l o p m o re poss i b i l ities . It mea n s h a v i n g g reat ex pectations o f the u n expected . The development of creativity ca n be a reg u l a r item in tra i n i ng sessi o n s . Tra i n e rs can sti m u late p u p i l s to b u i l d u p a data base with surpri s i n g m oves. They can a g ree t h a t every p a rti c i p a n t bri n g s a l o n g o n e creative positi o n t o each tra i n i ng sessi on . D u ri n g t h e tra i n i n g , t h e p a rticipa nts fi rst try t o solve the positi o n s . N ext, they put i nto words w h y the positio n i s so d iffi c u lt a n d/or beautifu l . Along the way, new th i n ki n g patterns and p ri n c i p l es a re d ru m med i nto th e i r m i nd s . Solving e n d g a m e stud ies sti m u l ates creative t h i n k i n g , a n d co m posi ng endgame stu d i es d oes so even m o re . A tra i n er ca n h a n d out stud ies that a re sol u b l e at h i s p u p i l s ' l eve l . If a stud y is too d ifficu lt, the tra i ne r can g i ve one m ove a s a h i nt, o r try to put the stu d ents o n the right track by a s k i n g q uestions. Playing thro u g h creative positions a l so sti m u l ates creative th i n ki n g . S BSA youth tra i ner Yoch a n a n Afek i s a re now ned spec i a l ist of e n d g a m e stu d i e s . One of h i s stu d i es h as been i n c l u ded i n M a rk Dvorets ky's ' E n d g a m e M a n u a l '. Dvoretsky made the deci s i o n to w rite t h i s book w hen he was stay i n g in Apeldoorn for a few weeks, together with Afe k . D u ri n g that stay, Dvoretsky a n d Afe k gave, a m o n g others, workshops t o ta l e nts, a n d t h e y g ave a free s i m u lta neous d i splay for c h i l d ren of the pri m a ry school De Reg en boog . Auth o r Ka re l van Delft reg u l a rly a ccommod ates stro n g chess players at his h o m e . In return , h e sometimes a s ks them to p a rtici pate i n a free activity fo r youth p l a yers . The s i m u ltaneous d i s p l a y 38

was a g reat s uccess, a n d afterwa rd s dozens of c h i l d re n a s ked Dvoretsky for his a utog ra p h . ' I feel j u st l i ke Fra n k de Boer, the soccer p l a yer', h e l a u g hed . A4.6 Concentration

The a b i l ity to conce n trate i s i m p ortant, a n d it stron g l y i nfl u e nces performa nce . Th is i s ce rta i n l y true for chess p l ayers . To concentate i s t o d i rect you r atte ntion to so meth i n g ( i . e . , to focus o n someth i n g ) , a n d to be p re p a red to spend a lot of e ne rgy o n it. Concentration ca n decl i n e d u e to va ri o u s p hysical o r e m oti o nal ca uses; for i n stance, i f someone gets t i red o r d i stracte d , o r i s worried a bout someth i n g , o r stressed . Stress occurs if someone wa nts to pe rfo rm a bove h i s capacity i n a n a rea h e considers i m p orta nt, a n d w h e re h e th i n ks he can exert i nfl uence. It i s a fo rm of a n x i ety, w h ere the m e nta l stra i n is g reater than the ca pacity. You can try to esca pe fro m stress by usi ng ce rta i n p i l l s , by d o i n g re laxation exercises, o r even by h y p n o s i s . The best t h i n g is to use you r senses and choose a we l l -thoug ht-out, rea l istic a p p roach . You r concentratio n w i l l be o pti m a l if you a re wel l - reste d , a b le to de al w ith your task and m otivated to b ri n g the task to a ha ppy concl u si o n . That h a s everyth i n g to do with a positive, rea l i stic self- i mag e a n d w ith self- ma n a gement. Good pre game p re p a ration contri b utes to t h i s , in a tec h n i ca l as w e l l a s a menta l sense . Such p re p a rati o n consists of o pen i n g p repa ratio n , stu d y i n g yo u r opponent's games (a stren gth/we a k n ess a n a lysis ) , as w e l l as a ta ctica l wa rm i n g - u p a n d some tho u g hts a bo u t t h e poss i b l e co u rse o f the g a m e ( what w i l l I d o if h e does this or that) . Pep ta l k i s useless. A c hess p l ayer s h o u l d k n o w what he is capa ble of a nd what h e wa nts a l ready d u ri n g his tra i n i n g s ; a coach o r p a rent s h o u l d not sta rt a bout t h i s s u bject right before the g a m e . I f you fee l fi ne , if you a re looking forwa rd to the g a m e a n d you have fa ith i n a good perfo rma nce, then you ca n reach an opti m u m state of co ncentrati o n , the 'fl o w '. Conditions for good co ncentration a re : be wel l - rested d o n 't eat too m u ch befo re the g a m e d o a ce rta i n a m o u nt o f exerc i se before the g a m e set a rea l i stic g o a l m a n a g e yo u r e n ergy ( a lternate exerti o n with re l a xati o n ) if n ecessa ry, p l a ce y o u r fi n g e rs over you r e ars a n d yo u r h a n d s a ro u n d yo u r face t o p revent d i stract i on th i n k systematica l l y a n d creatively th i n k excl usively in the p resent ( i . e . a bout the next move) d i v i d e yo u r time w e l l D u ri n g a tra i n i n g sess i o n , a g a m e can m a ke a l o t o f t h i n g s clear. T h e q u estion is asked : what i s the best way to destroy yo u r concentratio n ? The tra i n er w rites down the a n swers ( g o i n g to bed l ate, occu py i n g you rself w ith other thi ngs, bei n g afra i d of yo u r o pp onent, n o n c h a l a n ce , t h i n k i n g that the oth e r i s perfect, negative thoug hts, u n d e restimati o n , overest i m a t i o n , not fee l i n g l i ke p l a y i n g , try i n g t o o h a rd , perfect i o n i s m , a l l o w i n g you rself t o be d i stracted ) . Next, the tra i n e r tel l s the parti ci pa nts to th i n k of the o pposites to a l l these a n swers, a n d this resu lts i n a n i ce rec i p e for p l a ye rs w h o w a n t t o le arn t o concentrate better. 39

The tra i ne r can p ri nt out the l i st, a n d tra i nees ca n , for i n stance, attach it to a page i n the i r chess d i a ry. It i s u sefu l , w h ere possi b l e , to tra nslate differe nt advices i nto o n e s i n g l e notion that cove rs the enti re spectru m . In the case of concentration t h i s n oti o n i s : focu s i n g . Here, as w ith a l l s k i l ls, the say i n g that p ra ctice ma kes perfect h o l d s tru e . To sta rt one g a m e with good i ntentions to concentrate d oes not m e a n that you r res u lts w i l l i m m ed i ate l y be opti ma l . A4.7 Flow

Opti m u m concentration is a l so ca l l ed 'flow'. Fl ow is a n otion coi ned by the American psych o l og i st M i h a l y Csi kszent m i h a l y i , and it can be descri bed as an o pti m u m menta l state for a sportsma n . To p-cl ass sports men perform opti m a l l y i n a state o f fl ow. Basketba l l pl ayers u s e t h e term ' i n the zone'. T h e lege n d a ry soccer p l ayer Pe l e o n ce descri bed how he experienced fl ow d u ri n g a g a m e i n a fu l l stad i u m . S u d d e n l y h e entered a state of total re l a xation i n h i s head a n d he had the fee l i n g that h e co u l d g o o n ru n n i ng forever. If we tra n sl ate the term to chess, flow mea n s : you c a n sti l l feel t h e te nsi on o f the co ntest, i t is cl ea r that so meth i n g i s a t sta ke, but you enjoy i t rather t han experi e n c i n g i t a s a h i nd ra n ce you beco me fu l l y a bsorbed in the g a m e a n d forget the rest of the world you have a sense of contro l , of self-confidence you fee l good a n d you a re creative va riatio n ca l c u l ation seems to g o by itself, the variatio n s a re co m i n g to you j u st l i ke that everyt h i n g goes accord i ng to p l a n , the game conti n u es a s if by itself You can not co nj u re up a fl ow - it i s the result of yea rs of h a rd , effi c i e nt work . When a chess p laye r's ca pacities (tech n i ca l l y as wel l as physica l l y a n d psycho l o g i ca l ly ) reach a m a x i m u m level , he can reach a state o f fl o w d u ri n g a game. A4.8 Tension

Te n s i o n , o r, i n other words, stress, occurs w he n you perform tasks that you co nsider i m porta nt . You w i l l experience it not when you a re putting fl owers in a vase at ho m e , but rathe r d u ri n g the fl ower a rra ngement world cha m p io nsh i ps . I f you accept yo u r o w n self a n d you r task, y o u w i l l b e a ble t o co ntro l te ns i o n . Th i s a l so i n vo l ves a ccept i n g setbac ks a n d carry i n g o n with yo u r ta s k . It w i l l be hel pfu l if you consider that you r op p onent is a l so suffering fro m tensi o n a n d i f y o u see it a s a c h a l l en g e t o p rove t h a t you ca n h a n d l e it better. T h e n you w i l l convert a p ro b l e m i n to a cha l l e n g e . Te n s i o n is a natura l reactio n . Peo p l e i n p re h i sto ri c ti mes h a d it when they encou ntered a bea r o n the i r path . The body produces extra e n erg y if it is t h reatened by d a nger. You can tra n sm ute this 'fri g ht' i nto e i t h e r ' fl i g ht' o r 'fi g ht'. But you m u st m a ke a choice betwee n the two, otherw i se you w i l l t u rn ri g i d a n d be i n tro u b l e . You ca n co m p a re it to a boy who wants to j u m p over a d itch . If he ta kes a run up w h i l e t h i n k i n g 'go ' a n d ' sto p' a t t h e s a m e ti me, he w i l l freeze a n d end u p i n t h e d i tch . I n s u c h cases w e spea k o f fea r o f fa i l u re . Th i s fea r may b e fed b y a bel ief that y o u 'can not do i t 40

a nyway'. You can a l so devel op fea r of fa i l u re afte r a n u m be r of defeats of wh ich you have not a n a l ysed the causes p roperly. Resilience, fighting spirit

Some p l a ye rs g i ve u p the fi g ht q u i c kl y i n a bad positi o n . Others a re to u g h defe n d e rs . Sta m i n a , res i l ience a n d fi g ht i n g s p i rit somet i m e s y ie l d poi nts from objectively l ost positi o n s . A w i n n i ng g a m e is not won j u st l i ke that. J u st t h i n k h o w often y o u have l et s l i p a w i n y o u rself. Also, p l a ye rs ofte n g e t too opti m istic or too carel ess if they h ave a better positi o n . You ca n exploit this by m a k i n g th ings as diffi c u l t a s poss i b l e fo r you r o p ponent if you r positi o n i s worse . Sometimes it h e l ps if you co m p l i cate the posit i o n , i n creas i n g yo u r oppon ent's l i a b i l ity to m a ke a m ista ke. Often it h e l ps to j u st stay patient. I n h i s o utsta n d i n g book 'The Seven Deadly C h ess S i n s ' Rowso n ca l l s t h i s 'the theory of i nfi n ite resista nce'. Of g ra n d masters it i s known that you h a ve to beat the m t h ree ti mes i n a game before you ca n net the pOi nt . It beco mes even m o re d iffi c u l t if you have j u st botched a p ro m i s i n g positi o n . Try to switch to a n other mode a n d m a ke the best of it. Fo r a n a m bitio u s youth p l ayer it is u sefu l to p l a y i n to u rn a m e nts wh ere he w i n s often e n o u g h to experience some s u ccess a n d deve l o p h i s own sty l e . Meet i n g w i t h suffi cient resi stance w i l l a l so g a i n y o u new ex periences. Taking leave o f a game

Some players fi n d it d iffi c u lt to recover fro m a l ost g a m e . S o m eti mes this affects thei r p l a y i n the next g a m e as wel l . E i t her t h e i r m otivatio n deteriorates, or their u rge to force a win beco m es even stro n g e r. It i s best to say g ood bye to a game i n a co n structive way - by d raw i n g u sefu l concl u s i o n s fro m it. Then you will go to the next game in a positive mood a g a i n . A4.9 Time management Time-trouble

Time-tro u b l e me a ns that you h ave too l ittl e t i m e l eft to th i n k ca refu l l y a bout the re m a i n i n g m oves before the t i me-control . You ca n p revent this with better ti me m a n a ge me n t . Record i n g the u sed ti m e for each m ove d u ri ng the gam e w i l l h e lp you to d i scern patterns i n you r t i m e use d u ri ng the a n a lysis of y o ur games. You can e ve n v i s u a l ize t hi s by reg i steri n g it i n a d i a g ra m . Some pl ayers get i nto ti me-tro u b l e frequently, others h a rd l y ever. S o m e pl ayers seem to get i nto t i m e-trou ble o n p u rpose, i n o rd er not to have t i m e for d o u bts . Th at i s choos i n g the l i n e of least resi sta n ce, a n d it does not lead to opti m u m resu lts. I t i s bette r t o strive fo r self- knowledge a n d se lf-a ccepta nce a s wel l a s task a cce pta nce. So meti mes y o u see p l ayers l ose o n t i m e . Th is is a ctu a l l y o f n o use w h atsoever, u n l ess it w o u l d b e t h a t a p l ayer ca n conso l e h i mself with the tho u g ht that 'my position wa s n 't that bad, i f I had o n l y had more time" ,' - a petty exc use . Time-tro u b l e can have va rious ca u ses . Before you sea rch fo r a solution, you sh o u l d fi rst fi nd out what the p ro b l e m is. In other word s : fi rst the d i a g nosis, 41

then the thera py. It may be that you r opponent i s a good dea l stro nger. Conseq u e ntly, he poses you g reat p ro b l e m s that you ca n not solve, o r o n l y with diffi c u lty and at the cost of a l ot of t i m e . Yo u r opponent recogn izes a l l kinds of themes, w h e reas you consta ntly h ave t o ca l c u late o r reason . The re medy i s very si m p l e : lea rn t o play better. Bad p reparation can a l s o cause tim e-tro u b l e . I f y o u do n o t keep you r o pen i n g re pertO i re u p -to-d ate, it is l o g i c a l that your variati on calculation w i l l take a ce rta i n a m o u nt of time. Al so, if you do not reg u l a rl y p ra ctice ta cti ca l positi ons, calculation w i l l obviously take more t i m e . Or y o u may be i n d ecisive, wh ich a l s o ta kes t i m e . Reg u l a rly play ing bl itz ga mes can h e l p , o r you can decide to spend a m a x i m u m of t h ree m i n utes per m ove in g a m es with a two - h o u r time co ntro l d u ri ng a g iven peri od . If i ndecisiveness is caused by d o u bts a bout you r own a b i l ities, it ma kes sense to try a n d determ i ne the thi ng s that you a re not good at . If you n otice that you a re not good at ca l c u l ati o n , you m u st m a ke more exercises w ith tactics a n d other positi ons where variations m u st be ca lcu l ated . If you fea r the power of you r oppone nt, do not d read h i s p resu med a b i l i ties; j u st try to play an i n teresti ng g a m e w h ich may even yield you a point o r a ha lf- poi nt, o r some new i n s i g hts in any case . Ti me-tro u b l e ca n a l so be the resul t of i n effi cient va riati o n calculati o n , mea n i ng : conti n u o u s switch i n g betwee n vari o u s possi b i l ities. It is better to first m a ke an i nventory o f the ' c a n d idate m oves'. The nex t t h i n g is to exa m i ne them piece by pi ece a n d m a ke a ssessments . Then hav e a n other look at the ca n d i date m oves - an idea that you have fou n d afte r one ca n d i d ate m ove may a l so be usefu l after a nother. Fi n a l l y, choose the move you consider best, a n d check the one ply poss i b i l ities of a l l of you r oppon ent's p i eces . You can d o a n ex peri ment to check if it is rea l l y d i sastro u s to play a m ove after m a x i m a l l y t h ree m i n utes' th i n k i n g . Ta ke yo u r l a st twenty ga mes a n d fi g u re out how often you h ave l ost a g a m e by bad time ma nagement. Then play twe nty g a mes using m a x i m a l l y t h ree m i n utes per move. If you sti l l have do u bts after t h ree m i n u tes, p l ay the m ove that you feel is the m ost i nteresti n g . Afte r these g a mes, l o o k a g a i n how often you have lost. It i s possi ble that you lose now a n d then by pl ayi ng too fast, but this may be co mpe nsated for by more victo ries. Obvi ously you s h o u l d o n l y consider games pl ayed a g a i nst opponents of a p p roxi mately e q u a l strength ( rated m a x i m a l l y 1 0 0 E l o poi nts h i g her or lower) . It can a l so be i nterest i n g to check in a n u m be r of (tra i n i ng ) ga mes how often in the e n d you p l ayed the m ove you had a l ready thought of with i n the first ten seco n d s . I f you a n a lyse afterwa rds, i n a l a rg e percentage o f ca ses the first move you t houg ht of w i l l tu rn out to be fi n e . You s h o u l d rea l ize that i n many situations there a re severa l m o re o r less eq u a l l y g ood m oves . You m i g ht co nsider to p l a y not n ecess a ri l y the best move, but s i m p l y a g ood m ove, at a n u m ber of turns. F i n d i ng a move that i s j u st a tad better can sometimes cost you ocea n s of t i m e , w h i c h is better i n vested at oth er m o m e nts in the g a m e . Even at nati o n a l c h a m p i o n s h i ps, g ra nd ma sters b l u nde r w i n n i n g positions when they h ave n o ti me left i n the end g a m e . M a ny p l ayers te nd t o a l so bl itz out t h e i r m oves if t h e i r oppone nt is i n time tro u b l e . Except wh en you a re v i rtu a l l y losi n g , this is not to be reco m mended . Of co u rse you r opponent can t h i n k i n y o u r t i me , but you a re the one who decides on your next move, and this w i l l a l ways m a ke it h a rde r for h i m . M o reover, by p l a yi ng i n b l itz tem po you may ea s i l y b l u nder you rse lf. Some sly dogs pu rposefu l l y create so many co m p l i cations in a positi o n that both pl ayers end 42

u p be i n g i n ti me-tro u b l e . Th i s i s a g a m b l e, they a re h o p i n g they w i l l be the stro n g e r in the e n s u i n g t i m e-scra m b l e . In ti me-tro u b l e , q u ite often exch a n ges a re made too q u i ckl y ( si m p l ifi cation does not n ecessa ri l y m e an i m p rovement) and p layers te nd to put too m u ch focu s o n the a bsol ute va l u e of a p i ece ( a pawn 1 poi nt, etcetera ) i n stead of its re lative va l u e ( its fu n cti o n ) . You s h o u l d check for y ou rself i f you a re strong in ti me-tro u b l e . You can a l so o pt fo r ru n n i n g you r own race a n d p l a y i n g a good m ove i n stead of 'the best' now a nd th e n . If you sti l l end up in ti me-tro u b l e, then it i s u sefu l to a rra n g e yo u r pi eces t h u s that they p rotect e ach other. You can a l so use m ove re petitions a n d checks to reach the time-contro l . I n a ny case it i s u sefu l to have m o re t i m e on the clock than your opponent. =

Moving too fast

Beg i n n i ng youth p l aye rs te nd to p l ay fa st . They e n d u p w ith a l ot of extra time, a n d b l u nd e r a l ot a l o n g the way. Th i s often i rri tates a m biti o u s parents. The q u esti o n is w h ether these c h i l d re n w o u l d b l u n d e r l ess if they sta red longer at a positi o n . Themes that they do not reco g n ize, they w i l l n ot reco gn ize either if they take m o re ti me to stu d y a positi o n . Tech n i q ues that they do n ot master, they w i l l n ot be a b l e to a p p l y with m o re t i m e either. I n s h o rt, they have noth i n g to spend a l l those m i n utes o n . Youth p l ayers p l a y chess beca use they l i ke the g a m e . That s h o u l d be the sta rti n g - po i n t . To te l l them to use m o re t i m e is of no use to these ch i l d re n . N ot even if the coach d raws an a n g ry face w h i l e te l l i n g them t h i s . The fo l l o w i n g rules can h e l p, h owever. They may be u sefu l tools for beg i n n i n g youth p l ayers to h e l p them t h i n k a l ittl e m ore syste matica l l y a n d b l u nder less. Use the ' CCAP' rule at every m ove - look at : Check Ca ptu re Attac k Plan Use t h e ' CI E PC ' ru l e if a p i ece i s u n d e r attac k : Ca ptu re I nterpose Eva d e P rotect Counte rattack Deeper t h i n k i n g ca n a l s o be sti m u l ated by the fo l lo w i n g exercise . With every tra i n i ng g a m e , w rite the fo l l o w i n g d own on a form with fo u r col u m n s : own move seco nd poss i b l e own m ove expected move by the opponent a ctu a l m ove by the opponent 43

Th i s sti m u l ates a p l ayer to consider more t han one possi b i l ity at a time, and to a ntici pate what their opponent may p l ay. The recorded m oves a l so g i ve the tra i n er sta rt i n g - po i nts for advice . A4.10 Objectivity

Obj ective t h i n k i n g is a desi ra b l e q u a l ity for c hess p l ayers w h o want to develop fu rth er. Ch ess can p rovide you with va l u a b l e - if someti mes h a rsh - l i fe lessons : if you a re not o bjective ( i . e . h o nest), t hi s m a y be seve re ly p u n i shed . You may suffer from w i s hfu l t h i n k i n g , m ea n i ng that you o n l y see what you want to see, w h ich ca n lead to wrong decisions. Or you may a ssess the position too pessi m i stica l l y a n d thereby m iss certa i n c h a n ce s. D u ri n g a tra i n i ng , chess is m a i n l y sci e n ce a n d a rt. D u ri n g a n actu a l g a m e , it is a sport : two pl ayers cross i ng swords w ith i n a l i m ited ti me-spa n . M o reover, they both have a l i m ited ch ess knowledge, possi b l y they have physical l i m itati o ns, a n d th e i r self- m a n a g ement may be l a c k i n g in a l l sorts of ways . Someti m e s a pl ayer suffers from 'over-obj ectivizatio n '. He rea l i zes that he is objectively l ost a n d is no l o n g e r motivated to put u p a rea l l y to u g h fight. By that he w i l l sell h i mself s ho rt. An a l ternative i s to p l ay a s stro n g l y as you ca n . Especi a l l y if t h e positio n i s co m p l i cated , o r if y o u m a n a g e t o co m p l i cate i t , t h e opponent may m a ke a m i sta ke . Stro n g p l a yers u s u a l l y p l a y p u rely a g a i nst the board . They a ssess the positi o n o bjectively a n d sea rch for the best move, reg a rd l ess of the i r opponent's l eve l . Th i s way they p revent the g a m e from be i n g lost by u n derestimation or overesti mation of t h e i r opponent. Other p l ayers stick to ' i nter-su bjecti vity'. Th i s mea n s that they do take th e i r o p po n e nt's circu msta nces, cha racter, capacities a n d styl e i nto a cco u n t . G ra n d m a ster J onathan Rowson descri bes t h i s p h e n o m e n o n in h i s book 'The Seven Dea d l y Chess S i n s '. Rowson has p l ayed a n u m ber of tea m com petitio n gam e s fo r Schaa ksta d Apeldoorn, a n d in Apeldoorn h e has j o i ned in tra i n i ngs w ith M a rk Dvo retsky. I n his book he desc ri bes a g a m e w ith M e rij n va n Delft . That g a m e was p l ayed d u ri n g a ra pid to u rnament between si x p l ayers i n a cafe in Apeldoo rn, feat u ri n g h i s tea m mates M a n ue l Bosboo m , J a n G u stafsson , Lucien va n Bee k, Boris Av rukh a n d Merij n va n Delft . A4.11 Psychological tricks

Tricks a re cu n n i ng schemes, methods to m i s l ea d . D u ri n g chess ga mes, tec h n ical as we l l as psych o l og i ca l tricks a re used . An exa m p le of a tec h n i ca l tri ck is an open i n g tra p . By u si ng yo u r c hess knowledge a n d by a criti cal study o f the position, you can prevent you rself from fa l l i ng i nto such tra p s . Psych ological tricks aim to i nfl u e n ce y o u r t houg hts, ca u s i n g you to m a ke m i sta kes . There a re many d ifferent psycho l o g i c a l tricks. Fo r exa m p l e , y o ur opponent can p retend to be very ne rvous after he has made a move. If this ma kes you reckl ess and you d o not pay attention, you may fa l l i nto a tra p . Or you r oppone nt may m a ke a nasty re m a rk l i ke : ' M y, you l oo k pale today.' N ot a very sportsm a n l i ke g esture, but it has be e n known to h a pp e n . I f y o u n otice t h a t someone i s try i n g t o p l a y a trick on yo u , y o u can d o someth i n g a bout it. If you u n dersta nd what's g o i n g o n , t h i s ma kes a big difference . You c a n th i n k u p cou ntermeasu res. Th e s i m p l est measu re is t o i gno re your 44

oppon ent's behav i o u r, i n other word s : act a s if noth i n g h a s h a p pe n ed . Another co u nterm ea s u re i s to pa rry y o u r o p p o nent's behavi o u r, for i n sta nce, by reacting with a j o ke i f someone m a kes a re m a rk before the g a m e . Th is way you w i l l show that y o u a re not p re p a red t o a l l ow you rself t o b e confused , a n d you wi l l s i m p l y a ssess the positi o n o bjectively d u ri n g the g a m e . At a j u n i o r world ch am pion s h i p, Ape l d o orn p l ayer M a rc J o n ke r once p l ayed an o p ponent who kept sta ri ng a t him i n an i rritating m a n ne r. ' I g ave him a w i n k , a nd then it was over', J o n ker to ld u s . You r opponent's be h a v i o u r m a y s u rp rise you - by h i s open i n g c h o i ce, for exa m p l e . In such cases it is best to ta ke some ti m e to th i n k a bout w h a t is g o i n g on . Th i s i s better t h a n p l a y i n g a w ro n g m ove, s i n ce you can b l ow a n entire game with o n e s i n g l e m ista ke . It m ay, for exa m p l e , be a g ood i d ea to sta nd u p and get someth i ng t o d ri n k . With a l ittle i m a g i nati o n y o u m a y b e a ble t o t h i n k of a cou nter-j o ke w h i l e d o i n g t h i s , b u t i n fact it i s a l ready suffi cient if y o u rea l ize that you r opponent is p l a y i n g a tri ck on you . Then you can s i m pl y ig n o re it, j u st look at the boa rd a n d p l a y o n . Of co u rse, w hen you a re co nfro nted w ith outright in co rrect behav i o u r you ca n ca l l the a rbiter. A4.12 Development process Acquiring skills

Th e a cq u isition of tec h n i ca l a n d soci a l s ki l l s h a p p e n s i n p h ases : you acq u i re an i n Si g ht, you practice with it ( n ow a n d then p utti ng y o u r foot i n it) , a nd i n the l o n g r u n t h e i ns i g h t w i l l beco m e a n a uto mati s m . Th is process fo l l ows the sta ges that we have d i sc ussed ea rl i e r : 1 . U n co n sciously U n a b l e , 2. Consciously U n a b l e , 3. Consci o u s l y A b l e and 4. U n consciously Able. A step fo rwa rd i s often on l y m a d e after a te mp ora ry setback or a period of sta g n ati o n . Th i s is because yo u r th i n ki n g system has to a d a pt to the switch to a new l eve l . Th i s is cal led 'a n i n cu bation peri o d '. Transferring from learning to practice

Youth p l ayers often d o not a p p l y a cq u i red tech n i q ues i n g a m e s. Th i s has to do with the way i n w h i c h they tra i n . With tactical l essons, c h i l d re n often know what to look for. That i s u sefu l if you wa nt to exercise a ce rta i n tech n i q ue , but after that it i s necessa ry to p ractise a mix of d iffere nt themes. It is a lso very i m p ortant to a n a l yse you r own g a m es. I n t h e m , a l l k i n d s of ta cti cal m otifs occu r, o n l y now i n the context of a n a ct u a l g a m e . Loss of form

There a re t i m es wh e n noth i n g seems to g o ri g ht . Yo u r performa nce is below level a n d you a re hopelessly out of s h a p e . I n such cases, it is o kay to be a n noyed for a w h i l e , but there is no sense in gett i n g d e pressed . It is better to stu dy the rea sons for yo u r l oss of form . Perh a ps you h ave tra i n ed too i nte nsively, or you've had too m a ny other t hi n g s on y o u r m i n d - l i ke h o m ework, i l l nesses i n the fa m i l y, o r perh a ps you have fa l l e n o u t w i th someone? O r maybe you have n 't 45

tra i n ed e n o u g h o n certa i n items? Sometimes so m eth i n g can be done a bout loss of form : ta ke a rest, c h a n g e you r week sched u l e, i m p rove your tra i n ing o n certa i n ite m s . So meti mes n oth i n g can be do ne a bo ut it. Maybe y o u a re experi e n c i n g g ro wi ng p a i n s . W ith every g rowth process ( e . g . when you learn new t h i n g s ) tem pora ry setba cks occu r, whe n a l l your k n ow l edge a n d i nsig hts a re being attuned to you r b ra i n in new ways. This ta kes a l ittle time, but there is no rea son to wo rry. Loss of form i s not the same a s loss of motivati o n . In com petiti o n s you ca n fa l l back o n you r motivation and your routine, and refra i n from ta k i n g too b i g ri s k s . You 're n o t o b l iged t o tel l yo u r opponent that you a re out of s h a p e ; i n d o m ita b i l ity and a v i g o ro u s attitude can take you a long way. It i s s i g n ificant that many p l aye rs w h o have not pl ayed chess for a long time n otice that t h e i r ta cti ca l s k i l l h a s deteri o rated m o re stro n g l y than their positi o n a l u nd e rsta n d i n g . A4.13 Avoiding blunders

B l u nd ers a re b i g m i stakes that a player n o rm a l l y does not m a k e . They d o n ot a ppear out of t h i n a i r. There a re vari o u s possi bl e causes : carelessn ess, fati gue, o r ti me-tro u b l e . Determ i n i ng the ca u se i s a m u st, i n o rde r to p reve nt a pl ayer from m a k i n g such b l u nd ers ag a i n . If the latter occurs , i t is n ecessa ry to ta ke measures. There is o n l y one rea l remedy fo r time-tro u b l e : take ca re that it doesn't co m e to t h i s . A p l ayer w h o is over-confident in w i n n i n g pOSiti ons can tea ch h i mself to ' l o o k t h ro u g h the eyes of a patze r' befo re he m a kes a m ove : with the m n e m o n i c CCAP ( Check, Capture , Attack, Pla n ) . I n a ny case, it is a good h ab i t to a l ways re l a x a n d ta ke a good lo o k before you m a ke a move. M a ny b l u nd e rs occu r when m oves a re pl ayed a te m p o . G ra n d m a ste rs a re very d i sci p l i ned i n t hi s res pect : they d o not even reca pture a p i ece w ithout tho u g ht. A4.14 Non-verbal behaviour

People show somet h i n g of themselves i n a l l k i n d s of ways, a n d they a re n ot a l ways aware of t h i s . They do certa i n t h i n g s , or d o n 't do them - behavi o u r - a n d ta l k i n a ce rta i n m a n ne r ( pa ra l i n g u a l com m u n i cati o n ) . Consci o usl y or u nconsciously, they a lso spea k ' body l a n g u a g e ', o r d i sp l ay ' no n -verbal behaviou r', as it is a l so ca l l ed . Th i s behavi o u r m a y co nsist of s i g n l a n g u a ge , but it a l so i n cl udes the way someone d resses, the way he i s seated , a n d the emotions h i s face reve a l s . Ka sparov has b e e n known t o p u l l faces w he n h i s o p p o n e n t m ade a b l u n der. A wel l - known exa m p l e is h i s fa c i a l ex p ression i n the Worl d C h a m pionsh i p match in Sevi l l a in 1987, after Ka rpov h a d b l u n d e red . If you observe ca refu l l y, you ca n d i scover a lot a bout people without them te l l i n g you a nyth i n g . You can p ra ctice t h i s . D u ri n g a tra i n i n g sess i o n , a tra i n er can g i ve h i s p u p i l s various n otel ets w ith word s l i ke ' a n g ry ', ' i n l ove', etc . , writte n o n them . The p u p i l s a re asked to act out those e m oti o n s a n d the g ro u p m u st g u ess wh ich emotion i s expressed . Th i s is a n i ce i n - between exercise to bri ng some re l i ef d u ri n g a tra i n i ng sess i o n . The experience ca n a l so m a ke a player conscio u s of no n -verba l behav i o u r. Now and then d u ri n g a g a m e it can be u sefu l to pay attention to n o n -verba l behavio u r. It may revea l what you r o ppo ne nt t h i n ks of the positi o n . But be ca refu l w ith t h i s . If you r opponent a lso knows that somet h i n g l i ke non-verba l behavio u r exists, h e can fe int a certa i n attitude. 46

Good a cto rs ca n i m itate m ost non -verb al conduct very wel l . There a re ce rta i n bod i l y fu n cti o n s that ca n n ot, o r h a rd l y, b e contro l l ed . Fo r exa m p l e , i f someone's eye p u p i l s w i d e n s i g n ifi ca ntly, you can q u i etly a ss u m e that you h ave sca red the hel l out of h i m . O n ce a p hoto was made of Ka spa rov ri g ht after he had lost to Je roen Pi ket i n a VSB to u rn a ment i n Amsterd a m . He l o o ked very u pset, a n d this wa s n 't a n a ct .

A S Miscellaneous AS.l Chess as a subj ect in primary school

Are there good a rg u m e nts fo r the i ntro d u ction of chess a s a ( facu ltative) su bj ect i n p ri m a ry school? Th i s q u esti o n was the o ccasi o n fo r a te rm i n a l project by Karel va n Delft at the fa c u l ty of psychology of the Amste rd a m U n iversity in 1 9 9 2 . Research w a s d o n e o n si x p ri m a ry schools i n Apeldoorn . A m o n g oth ers, 77 chess players from the 7th g rad e were co m p a red w ith 2 0 1 n o n -chess pl ayers . The resea rch clearly sh owed that t h e c hess p l ayers perfo rmed S i g n ificantly better i n the Dutch eITO school test end test o n a rith metics, read i n g and writi n g , and data p rocessi n g . S i g n ifi ca ntly, when a d i st i n ction i n gender was made the boys showed the sa m e pattern, w h e reas with the g i rl s the chess playe rs o n l y perfo rmed better at a rith metics. After a co rrection on c h i l d re n with a n extre m e l y l o w score ( be l ow the 1 5t h percenti le score - m a i n l y n o n - chess players), the p i ct u re re ma i n ed the sa m e . The g ra p h below i l l u strates t h i s . At a schoo l w he re h a lf of the 34 c h i l d re n beg a n to p l a y chess i n the 3 rd g rade, the chess p l ayers a l ready t u rned out to be better p u p i l s fro m the start. However, this g ro u p t u rned o u t to be too s m a l l to d ra w a ny clea r concl u s i o n s . N ext, it w a s p res u p posed that the better c h i l d ren play chess, the better they w i l l perform at a rith metics a n d d ata p rocess i n g . Th i s hy pothesis was tested with 1 0 6 p u p i l s from the 6th g rad e ( t h ree school classes ) , h a lf of w h o m pl ayed chess . With boys there t u rn ed out to be l ittle or no co n n ecti o n between th e i r level of a rith m etics a n d t h e i r c hess- p l ayi n g . With g i rl s a ce rta i n con necti o n was fo u n d between a rith met i cs a n d chess s ki l l s . Th i s g ro u p a l s o s h owed that boys a re better at chess and a ri t hmetics than g i rl s . We s h o u l d add that the fact that h a rd l y a ny co n n ecti o n was fo u nd , may h ave been beca use lots of oth e r factors, l i ke motivation and the effects of tra i n i n g , had b l u rred the i ma g e . Incidenta l l y, no d iffe re nce i n i nte l l i ge n ce was fo u n d between the chess players and the no n -chess p l a yers ( Raven -test ) . The chess a b i l ities were measu red with an espec i a l l y desig ned chess s k i l l s test consist i n g of a n u m be r of exercise d i a g ra m s . We d e l i berately o pted a g a i nst rati ng l i sts of school co m petitions, since i n that sett i n g featu res l i ke i m p u l si v ity, self-consci o u s n ess, fi g h t i n g spi rit, etcetera , may ea s i l y be of i nfl ue n ce . Th i s resea rch a l so s h owed that the co n n ecti o n between com petition res ults and theoreti cal chess knowled g e was S i g n i fi ca nt, but not very stro n g . I n any case a d i ffe rentiation i n g end er has t u rned out to be a d v i s a b l e fo r t h i s type of resea rch . Th i s h a d not been d o n e i n e a r l i e r resea rch . It a l so tu rned out that there a re c l e a rl y less g i rl s who play chess than boys. Appa rently there is a mech a n i s m of ( self- )sel ecti o n at work here . This research was espec i a l l y a i med a t fi n d i n g o ut i f so-ca l l ed cog n itive effects 47

of passi ng on knowledge ex i st i n chess teach i n g . As Prof. A . D . de G root a l ready c l a i med a n u m ber of yea rs ago, in a m e m o ra n d u m ca l l ed 'Chess i nstruction i n schoo l ? ' for the benefi t of the D utch Chess Fede ration KNSB, it can not be exc l u d ed that chess tea c h i n g a l so has a n u m ber of n o n -cog n i tive learn i ng effects . We ca n t h ink of t h i n gs l i ke : l e a r n i n g to acce pt defeat, learn i n g that p ro g ress can be m a d e by stu d y, etcetera . De G root a l s o sup poses that ch ess can be re lated to a p rod u ctive a n d c reative way of t h i n k i n g : d i sti n g u i s h i n g a lternatives, syste m atica l l y g o i n g t h ro u g h o ptions, m a ki n g your own decisions, learn i n g to th i n k conditi o n a l l y and th i n k a h ea d , and critical rea l i ty-test i n g . However, these su ppositi o n s a re based on research t h a t has been done o n a d u lts ( retrospective i nterviews with , a m ong others, Boris Spassky a n d the Dutch w riter Godfri ed Bo m a n s ) . TA BLE- Ave rag e percenti l e scores of chess pl ayers a n d no n-chess pl ayers for the CITO school test at a p ri m a ry school i n Apeldoorn . Data of eight successive school yea rs .

Chess players (56)

Non-chess players (82)

63 . 1 %

46.8 %

Arith metic s k i l l

72.9 %

59.7 %

Data p rocess i n g

68.8 %

52.3 %

Chess players ( 2 1 )

Non-chess players ( 1 19)

Boys Li n g u i stic s k i l l

Girls Li n g u i stic s k i l l

62.4 %

60 . 6 %

Arith m etic s k i l l

72.6 %

56.3 %

Data p rocess i n g

65 . 0 %

59.4 %

AS.2 Youth with adults

Stronger youth p l aye rs s h o u l d be g i ven poss i b i l ities to deve l o p themselves . If they rise a bove the i r peer g ro u p i n p l a y i n g leve l , they need a n a ltern ative to face stronger resi sta nce . They ca n p l a y a g a i nst a d u lts; at tourna ments and a l so i n club a n d tea m com petitions as a club m e m be r. Often the fact that those com petitions a re p l ayed i n the eve n i n gs is a pro b l e m . Some c l u bs adopt a shorter p l a y i n g t i m e with g a mes i n v o l v i n g youth pl ayers . AS.3 Women's chess

On average, g i rl s perform less wel l i n the a rea of chess than boys . I n the youngest age categ ories in c l u bs and p ri m a ry schools, the a m ount of boys a n d g i rl s playing is often eq u a l . W h e n they move u p to seco n d a ry school age the n u mber of g i rls stro n g l y decreases. A ro l e i s p l ayed by the fact that at this age, boys te nd to concentrate o n one s i n g l e i nterest, whe reas g i rls te nd to become i nterested in a va ri ety of th i n g s . Al so, boys a re often m o re com petitively i n c l i n ed . They tra i n h a rd er to o bta i n resu lts. If g i rls d o n ot m a ke a ny pro gress, 48

they often q u it when they move u p to seco n d a ry sch o o l . G i rl s who d o ach ieve res u lts often turn out to cont i n u e p l ayi ng ch ess . So we c a n conclude that the experience of su ccess p l ays a ro l e in m otivatio n . M o re g i rls te nd to j o i n a chess clu b if there a re oth er g i rl s . That is m o re fu n a n d it m otivates them to conti nue play i n g chess. That g i rl s a re capa b l e of achieving less in the a rea of chess than boys has been d i s p uted by the ach ievements of the Pol g a r s i ste rs . These three H u n g a ri a n g i rls, Zsuzsa, Zsofia a n d J u d it ( w h o a re now a d u lts) recei ved ed ucation fro m thei r pa rents at h o m e . Accord i n g to their father, La szlo Pol g a r, who is a pedagogue a n d a psychologist, talent i s the result of n u rture rather tha n nature . Of the g i rls, the eldest ( Zsuzsa ) a n d the yo u n g est ( J u d it) have become gra n d masters, w h i l e the m i d d l e si ster ( Z sofi a ) is an I nternati o n a l m a ster. J u dit has even rea ched the w or l d to p-te n . I n Germ a n y a n d Fra n ce, a m o n g others, there a re sepa rate women's com petitions, i n The Netherl a n d s there i s not. Fi rstly, the fact that there a re much fewer fe m a l e to p chess players is caused by the fact that fewer women fa natica l l y p l ay chess . O p i n i o n s differ as to the q u esti o n w h ether positive d i scri m i nation of women a n d separate w o m e n 's co m petitio ns a re advisa b l e . Th is c o u l d have t h e adva ntage t h a t a n u m be r o f g i rl s a n d w o m e n w i l l have more sti m u lating s u ccess experi e nces . A d i sadvantage m i g ht be that the top pl ayers w i l l experience less c h a l l e n g e . AS.4 Biographies and interviews

In books a n d magazines a n d on the I nternet there a re i nte rviews a n d b i o g ra p h ies of chess p l ayers . They reg u l a rl y co nta i n usefu l i nfo rmation fo r reade rs w h o wa nt to i m p rove in chess. Fo r t h i s rea so n , in t h i s book a n u m be r of i nte rvi ews have been i n cluded w ith stro ng pl ayers w h o have visited Apeldoorn : David Bronste i n , Loe k v a n We l y, Art u r Yu sup ov, J a n Ti m m a n a n d R o b H a rtoch . N ow a n d t h e n a tra i n er can h a n d out s u ch a n i nterview to h i s p u p i ls, a n d a s k them to u n derl i n e i n structive passa ges . These can be m a d e the s u bjects o f a g ro u p d i scussion .

49

Stefan Kuipers. (photo www.fredlucas.eu)

B

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TRAINING

81 Organizing trainings B 1 . 1 Structu re a n d cu ltu re

The coa ch i n g of yo u n g to p-class sports m e n is not o n l y a q u esti o n of ' structure' - i . e . ru l e s and sched u l es. ' Cu ltu re' i s at least eq u a l l y i m po rta n t : what is the degree of m otivati o n of a l l the parties i nvolved , a nd how d o they g et on with each oth e r? C hess can be a h i g h l y soc i a l activ ity. At the board you a re o n you r own, but tra ini n g ca n be d one with others . Yo u sti m u l ate each other, lea rn from each oth er and co l l ect knowledge of other i n s i g hts a n d a p proaches . It can a l so be g reat fu n . Th e most i m po rtant t h i n g a bout chess re m a i n s that you derive pleasure fro m it, soci a l l y as we l l as i nte l l ectua l ly. B l . 2 Computers a n d the I nternet

Everyt h i n g used to be d iffe re nt. Chess pl ayers b rowsed t h ro u g h chess magazi nes sea rch i n g fo r new open i ng va riatio n s - some of them co l l ected open ing ideas in a card t ray. Game s were a dj o u rned afte r 40 m oves and res u med l ater on. The co m p uter a n d the Internet have exerted a stro ng i nfl uence o n the chess world in a t im e span of a p p roxi mately two decades . Chess p l ayers use the co m p uter in d iffere n t ways. Yo u ca n i n sta l l a chess pro g ra m l i ke Fritz a nd play g a m es a g a i nst it. It i s a l so poss i b l e to a n a lyse ga mes a n d positions. I n many chess p ro g ra ms , d ata bases with g a mes and positions ca n be stored . It is a l so poss i b l e to create d atabases with you r own g a mes a n d/o r posit i o n s . Good chess prog ra m s h ave an o pen i n g book as wel l . Chess p u b l ishers put C D - RO M s a n d DVD 's w i t h tra i n i ng materi a l o n the m a rket: a n n otated ga m es, fo r i n sta nce, or col l ecti o n s with ta ctical positions, e n d g a m e stu d ies and v i deo s o n w h ich chess ma sters exp l a i n g a m es. Via t he I nternet, you can use a co m p u te r chess prog ra m to play a g a i n st other p l ayers w orl d w i d e . Th is is done v i a chess servers l i ke ICC or C hessba se's P l aychess. C h ess tra i n e rs ofte n use co m p ute rs . Via I nte rnet they a re sent ga mes by thei r p u p i l s i n pgn fo rmat and these a re e ntered i nto their chess pro g ra m . Via a chess p rog ra m they ca n ea s i l y select position s fro m g a mes a n d put the d ia g ra m s on p a p e r o r a d d them i n a text. T h e co m puter is a l s o u sefu l when prepa ring for opponents . Data bases ( o n C D - R O M , DVD or vi a the I nternet) conta i n ga mes of many pl ayers, a n d with them t hei r op en i n g repe rto i re . A chess e ng ine can also check if th e re is a tactica l flaw i n an intended p l a n . Chess o rg a n izers a l so often use com puters . With the h e l p of comp uters and specia l p ro g ra m s they ca n q u i c k l y m a ke p a i rings fo r co m petitions a n d 51

to u r n a m e nts . These can be p u b l ished i n n o ti m e with a pri nter a n d/or via the I nternet. With the h e l p of a co m puter it i s a l so poss i b l e to m a ke com m u n i cation b u l l eti ns, tou rn a ment b u l l et i n s a n d other w ritte n p u bl icatio n s . There used to be a time when a l l t h i s was d o n e with ty pewriters . O rg a n izers can m a ke up and store to u rn a ment sce n a rios with word - p rocess i n g prog ra m s . I n the next event, often a l i m ited n u m be r of cha nges w i l l be e n o u g h to actu a l ize the sce n a ri o . With the h e l p of co m p uters it is possi b l e t o create web-pages t h a t can be vi ewed worl d w i d e . Via e m a i l , q u i ck a n d cheap co rres pondence is possi b l e . With a co m p u ter, a chess o rg a n izer ca n m a ke bea utifu l e m a i l newsl etters - and do this q u ickly. The co m p ute r a l so e n a b les you to m a n i pu l ate p h otos a n d fi l ms . These c a n b e p u t o n a C D - RO M o r a D V D together with g a m eba ses a n d texts. You put a sticker with an i m p ri nt on it, a n d with a l ittle v o l u ntee r wo rk an event can be docume nted for n ot m o re t han o n e e u ro per d isc. B l . 3 In divid u a l trainer

Yo uth players w ho want to deve l o p i nto stro ng chess p l ayers need one i n d i v i d u a l tra i ner, o r severa l . The m ost i m portant t h i n g fo r the i r own deve l o p ment is that they a n a lyse t h ei r ow n g a mes. By checking open i n g s, a n a l y s i n g with the o p ponent, own a na lysis o n the board and vi a a chess pro g ra m , a chess p l ayer can ma ke a p rov i s i o n a l eva l u ation of his g a mes. H owever, a tra i n e r who is a stro ng chess player c a n show i n word s a n d variati o n s w h e re the youth player has s h o rtco m i n g s . M o reover, h e can g i ve specific adv i ce a n d refer h i m to specific tra i n i ng materia l and l i te ratu re . Yo uth p l a ye rs s h o u l d send a l l t hei r g a mes to t h e i r tra i n e r( s ) , p refera bly with thei r own co m m ents, verb a l and with va riati o n s . I n d ivid u a l tra i n e rs d i scuss ce rta i n themes ( fo r i n sta n ce , the open i n g re pertO i re ) with their p u pi l s . They a l so g ive d i rections fo r self-study and they can d i scuss week sched u les a n d d i a ries with the i r p u p i l s . They ca n a l so i n d i cate t h e to u rn a m e nts i n w h i c h the youth pl ayers may ta ke p a rt in the com i n g period . B l . 4 M e ntor

A mod est cl u b m e m ber ca n be a sti m u l at i ng m e nto r fo r a youth player. In g ro u p tra i n i n gs, a n i n d i v i d u a l p u p i l ca n n ot s h o w u p t o fu l l a d va ntag e . A m e n t o r ca n , fo r i n stance, tra i n o n a wee k l y basis with o n e p u p i l o r two . They can a n a l yse each other's games, ta l k a bout self-stu d y and visit to u rn a ments togeth er. A mentor can ta ke over v a rio us tasks fro m a tra i n e r o r coach . A m e ntor has to h ave a ce rta i n chess leve l , but the m ost i m porta nt t h i n g i s that he is enth usi astic a n d shows comm itment t o h i s p u p i l ( s ) . B l . S G u est train e rs

As a va ria nt of reg u l a r tra i n i ng s, it ca n be i n s p i ri n g to have a workshop by a g u est tra i ne r. The l atte r can be a wel l - k nown stro ng p l ayer or a tra i ne r with a certa i n speci a l i s m . Each tra i ner h a s h i s own sty l e . Fo r a m bitious youth p l ayers it is an e n ri c h i n g ex peri e n ce to be confro nted with various stu d y i n g m ethods a n d visions. After a l l , deve l o p m e n t w a l ks o n two l eg s : knowledge a nd u n d e rsta n d i n g o n t h e o n e h a n d , a n d fa sci n ation o n t h e other. If y o u w a n t t o ach ieve so meth i n g 52

i n chess you h ave to work h a rd - on you r chess k n owledge a nd on yourse lf. To a l a rge extent this work cons ists of self-study. Tra i n i n g s a re not h i n g more than spri n g boards a n d s i g n posts . Therefore, i n s p i ri n g g u est tra i ners can have addition a l v a l u e . 8 1 . 6 Self-fu lfil l i ng prophecy a n d selecti o n

People p a rtly see what they expect to see. If w h at they see i s not rea l i stic, this ca n have n eg ative conse q u e n ces. I n a scientifi c resea rch project, stu d e nts a n d sea ca dets after seei n g a movie were a s ked t o i n d i cate how m a n y pol icemen had rece ived b lows d u ri n g a student riot . The stude nts percei ved l ess than the a ctual n u m ber, the sea cadets perceived more . Li kew ise, tactica l l y-orie nted chess players w i l l more ea s i l y fi nd ta ctical poss i b i l ities i n a position, whereas pos itio n a l l y-oriented p l ayers w i l l more easi l y fi n d positio n a l conti n u ations . If a tra i ner puts it to a tale nted youth p l aye r that he w i l l never be a n y good , the youth p layer w i l l sta rt to bel ieve t h i s . I f h e then exerts h i mself l ess, he w i l l not achieve m u c h a n d t h i s tra i n e r w i l l b e p roved right. T h a t i s a self-fu lfi l l i n g proph ecy. In this respect the notions 'fa lse positive' ( w ron gfu l l y assessed as sufficient) and 'fa l se negative' ( w rongfu l l y a ssessed as i n sufficient) a re of i m porta nce. Someone m a y or m a y not h ave talent and motivation, and he may or may not be sel ected for extra tra i n i ng s . If a youth p l ayer is not sel ected for the wrong reasons (fa l se neg ative) , then h e w i l l be deprived of d evelop i n g poss i b i l ities. If he has no b u s i ness being in a selection g ro u p ( fa l se positive ) , useless time and effort will b e i nvested i n h i m . Anyone who a ssesses if a pupil q u a l i fies for extra tra i n i n g , ru n s the ri s k of fa l l i n g i nto va rious tra ps . Th ere is, for exa m p l e , such a thing a s a ' b i rth effect'. Dutch psycholog ist Ad D u d i n k has p roved this with you ng soccer pl ayers. Of the a d u l t top-c l ass socce rpl ayers, a con spi cuously la rge perce ntag e tu rned out to be born i n a utu m n . An a l most e i g ht-year-old ch i l d is on avera g e p hysica l l y stronger t h a n a c h i l d that has j u st tu rned seve n . I f these c h i l d re n tra i n a n d p l a y tog ether i n g roups of a g iven b i rth year, the older one w i l l l i ke l y outclass the you nger one a n d he w i l l be sel ected sooner whereas t h i s does not say a n yth i n g a bout h i s developing potentia l . If a you th player b re a ks down u n d e r the stress on a sel ection day, t h i s may a l so lead to w rong concl u sions a bout his ta l ent . S u ch pitfa l l s can be avoi ded by using d i ffe re nt m ethods of a ssess ment, and at d i ffe re nt times. For exa m p l e , by looki n g at tra i n i ng effort, m a k i n g an i nventory of com petition resu lts, having the pupil m a ke a chess test, and by ta l k i n g to p a rents and tra i n e rs . And, last but not least : by ta l ki n g to the c h i l d itself a n d observ i n g it. Moreove r, some youth p l ayers may not yet pe rform w e l l beca use they h ave not been pl ay i ng for long, or beca u se they have not rece ived a ny good tra i n i n g . Me nta l ity a l so p l ays a n i m porta nt rol e i n t h e decision w hether o r not a c h i l d is permitted t o j o i n a tra i n i n g . Some youth p l ayers do not feel l i ke exerting the mselves, othe rs a re p repared to work q u ite h a rd and w i l l q u i ckly catch u p . Ta lented p l ayers c a n often b e recog n i zed b y t h e i r a b i l ity to develop the i r ow n ideas d u ri n g tra i n i ng s a n d g a mes. Rea l tale nts a re explorers, they l i ke to try out ' c razy t h i n g s'. A c h i l d that h as adorned h a l f of its bed room with chess attri butes may not become a worl d -cl as s p l ayer. But it may g row u p to be someone who develops great a ctiv ity in the chess wol d . Provi d ed h e is g i ven the cha nce . . . 53

8 1 . 7 Youth p l ayer as a trainer

It is u sefu l fo r youth p l a ye rs to reg u l a rl y g i ve tra i n i n g s o r g i ve l ive co m m entary at a c l u b, at sch o o l , o r before fri e n d s . If you tea c h , you m u st t h i n k a bout what you say. Yo u h ave to catch ideas i n word s a n d re peat i n sig hts a n d concepts to yo u rself. You w i l l a l so m a ke new d i scove ries. This w i l l i n crease y o u r chess u n dersta n d i n g . By g iv i n g tra i n i n g s, youth p l ayers develop soc i a l ski l l s a n d a sense o f responsi b i l ity. They beco m e m o re assertive a n d l e a rn t o m a ke a contri bution to a soc i a l co m m u n ity. If m o re youth players g ive tra i n i ngs, there w i l l be m o re tra i ne rs a va i l a b l e a n d m o re c h i l d re n w i l l be a b le to l e a rn to play chess. It is known fro m experi e n ce that m a ny youth p l a yers enjoy teac h i n g . What y o u n g tra i ne rs ca n d o d u ri n g t h e i r tra i n i ngs, depends on t h e i r o w n s k i l l s a n d t h e level o f t h e i r p u p i l s . T h e size o f t h e g ro u ps m a y va ry. A yo u n g tra i ner can start with a o n e - o n - o n e l esso n , and i f th is works out we l l h e can sta rt teach i n g a g ro u p . Yo uth p l a ye rs can sta rt teach i n g at a q u ite y o u n g a g e . Altho u g h , if a si x-yea r- o l d tea ch es the g a m e to the g i rl next door beca use she wa nts someone to p l a y with, we s h o u l d perh a ps j ust ca l l this ' e x p l a n a t i o n '. A you n g tra i ne r ca n , fo r i n sta nce, g ive a lesson a bo ut a tactical s u bject from Va n Wijgerd e n a n d B ru n i a 's Step - by-Step method . This is we l l - structu red s u bj ect matter. An ex perien ced teac her can su pervise a n d g i ve d i dactic tips. Another poss i b i l ity is fo r the youth p l ayer/tra i ner to e x pla i n certa i n s u bjects , l i ke wrong solutions to exercises, to p u p i l s i n a separate sett i n g , a s a n assista nt of the teacher. Or a you ng tra i n e r ca n d iscuss with a sma l l g ro u p of p l ayers the i r own g a mes and i nte resti ng positi o n s . I n a p l a yfu l way, d u ri n g the a n a lysis, the you n g tra i ne r ca n tra n sfer a lot of knowledge a n d u n de rsta n d i n g , as we l l a s m a n y tech n i q u es . If the y o u n g tra i ne r i s m oti vated , if h e asks m a n y q u esti o n s a n d a l l ows h i s tra i n i ng g ro u p t o d i scover m a n y t h i n g s by themselves, such a tra i n i n g w i l l soon be w e l l o n its way. 8 1 . 8 Trainin g pa rtners

Alone i s sti l l a l o n e . Cockroaches move fa ster if they know that other cockroaches a re a ro u n d . If peo p l e d o som et h i n g together, they ca n sti m u l ate each other too . N ot a l l l e a rn i n g s u bj ects a re s u i ta b l e fo r teac h i n g in g ro u p s . The study of com p l i cated theoreti ca l m ate ri a l i s best d o n e in l e i s u re ly c i rcum sta n ces . The defi n ition of ' l e i s u re l y ' d i ffers fo r each i nd ivi d u a l . For some it has to be q u i et, others l i ke to have m u s i c . A n u m be r of tra i n i ng tasks, such as ta ctical exercises, you w i l l d o o n you r own . In m ost cases, the acqu isition of kno wledge a n d u n d ersta n d i n g , t h e deve l o p m ent o f s k i l l s a n d t h e i nvesti g ation o f pro b l e m s a re more successfu l l y d o n e i n a g ro u p t h a n i n d i vid u a l l y. If you l e a rn together, you w i l l pOi nt out new ideas o r fl awed rea s o n i n g to each other. I n a p l a yfu l way, you w i l l sti m u late each other to ca rry o n l o n g e r, a n d to d e l ve m o re deeply i nto ce rtai n s u bj ects . Also, it is m o re fu n . Tra i n i n g i n a sti m u l at i ng e n v i ron m ent e n h a nces the motivation of youth p l ayers . I n a g ro u p , youth p l ayers deve l o p soci a l ski l l s l i ke m a k i n g a p po i ntme nts, expressing t he ir o p i n i o n , l i ste n i n g to each other, a d m itti ng the i r m i sta kes, a n d p l u m b i n g deeply i nto p ro b l e m s togeth e r as we l l a s l o o k i n g fo r so l u tio n s together. It is usefu l to a l te rn ate i n d i v i d u a l stu d y with co l l ective tra i n i n g . Yo u ca n , fo r exa m p le, fi rst stu d y a n open i n g you rse l f, then play a tra i n i ng g a me w ith it a n d 54

then ana lyse that g a m e together. Some of the advances of a training g ro u p can a l so be ach ieved in a one-on-one session with the tra iner, provided that the l atter b u i l d s up this tra ining in an intera ctive way. This m eans that he wi l l ask many q u esti ons and , by m eans of d iscuss i on, w i l l u rg e the p u p i l on to learn in an explorative way. 8 1 . 9 Tea m tra i n i ng

M e m be rs of a tea m can tra in together, fo r exa m p l e by ana lysing ga mes or prepa ring o pening s together. They can a l so put some m oney on the table and h i re a tra iner. The l atter can analyse g a mes, h e l p the m with the i r opening preparation, d i scuss various themes and g ive ti ps fo r study. A s m a l l n u m ber of chess c l u bs h i re a strong p l ayer, p refera b l y an Internationa l m a ster, to p l a y first boa rd in t h e ir first tea m and a l so g i ve tea m tra inings and youth tra ining s . Even at the l owest leve l , soccer cl u bs often h ave a p rofessi ona l tra iner - in the chess world this i s a ra rity. Art u r Yu su pov h a s g i ven va ri o u s tra inings to the fi rst team of Sch a a kstad Apeldoorn .

82 Didactics 8 2 . 1 I ntrod uction 'Properly taught, a student can learn more in a few hours than he would find out

- Emanuel La sker Didactics i s the a rt of teach ing . Good teach ing increases the enj oyment as wel l as the effect of tra ining s . The most i m portant th ing a bo ut a tra ining process is that p u p i l s get fa SCinated , they enj oy t hei r deve l o p m ent, they feel independent and res pons i b l e fo r thei r deve l o p m ent a s w e l l a s for the cou rse of the training . A good chess training sti m u l ates the p a rtici pants' chess develop m ent, but a l so the i r persona l deve l o p m ent and soc i a l s k i l l s . To p-class chess can only be atta ined by p u p i l s with a l ot of potential and a g reat u rge to deve l o p . M oti vation can be sti m u l ate d , but if a p u p i l p refers to d o someth ing e l se, there i s nothing fo r it. No h a rd fee l ing s . Lim ited talent can g o together with g reat m otivation. Good tra inings can contribute to an opti m u m devel o p m ent of a p u pi l . The q u a l ity of a tra i ning i s what co unts, not the q u antity of the s u bject matter that i s treated . If p u p i l s a re ta u g h t to investigate thoro u g h l y, if they learn to th ink syste matica l l y and creatively, if they cons u l t e ach othe r, manage th e i r time wel l , get on with t hei r self-stud y and , a bove a l l , if they a re m otivated , then the a i m w i l l be a ch i eved . Knowledge can eva po rate, but the understand ing of methods h a rd l y ever does. In the end , a chess p l ayer mainly re l i es on self stud y. A tra ining h e l ps a s a sp ring board and a si gnpost in t h i s process . In a good tra ining , know ledge and understand ing a re acq u i red and ski l l s a re exercised . A good tra iner pays attention to the deve l o p m ent of the ri g ht attit u d e . I m po rtant aspects fo r the development of chess ta l ent a re the a b i l ity to concentrate and obj ectivity. The a b i l ity to concentrate is sti m u l ated by a tra iner if he stresses its i m po rtance and a s ks h i s p u p i l s to ana lyse positions seri o usly. He sti m u l ates objective t h inking by stressing the i m po rtance of o bjective ana lyses and by sti m u l ating p u p i l s to ta ke an assa i l a b l e attitude when thei r own g a mes a re in ten years of untutored trial-and-error.

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d i scussed - technica l l y a s well a s m enta l l y. Sometimes t h i s m eans that he m u st conq u e r his s h a m e , but if t h i s i s reg a rded a s a no rm in the g ro u p, t h i s won't be such a d iffi c u l t step to take. 8 2 . 2 Training g roup

An effective g ro u p size va ries with every p roced u re . It a l so de pends on the level of the g ro u p and the experi ence of t he teacher. N ot a l l g ro u p mem bers a re eq u a l ly fa r in t h e i r d evel o p ment. A teacher can take t h i s into a cco unt by giving l essons on d ifferent l evels, i . e . when g iving expl anations, h e mentions both s i m p l e and m o re co m p l i cated issues . It is i m po rtant that a tra iner ta l ks to h i s p u p i l s a bout se lf-study d u ring the l esson. Do they have th e i r own niche to stu dy? Do they plan it? Do they find a week sched u l e u sefu l ? Do they write in their d i a ry what they h ave d one each day? P u p i ls' l e a rning styl es v a ry. One l i kes to be to l d the information in words, the oth e r w i l l take it in m o re easi l y i f h e sees it before h i m . E x p l anation is the m ost effective i f it h a p pens vi a severa l d ifferent co m m unication channe l s . Th us, a tra iner s h o u l d d e monstrate positions and va riations o n t h e boa rd w h i l e giving verb a l expl anati ons at the sa m e t i m e . He s h o u l d t a k e into a ccount that not every p u p i l i s e q u a l l y q u ick-witted . The tra ine r s h o u l d g i ve his g ro u p the opportunity to ta ke the i r ti m e th inking a bo ut a q u estion. Lea rning th ings by hea rt i s often u seless. It i s better to g i ve information a bo ut a s u bject and to have the p u p i l s exercise with i t . Then they w i l l acq u i re the necessa ry knowledge w h i l e p laying, and it w i l l sink in better. All the p u p i l s s h o u l d be inv o lved in the p roces s . For the investi gation of positions i t is u sefu l to di v i de the g ro u p into s u b - g rou p s that a re as h o m og eno u s as possi b l e . Afte r the ana l ysi s, the tra iner asks s i m p l e q u esti ons to the l owest- level p u p i l s, and m o re diffi c u l t ones to the better p u p i l s . 8 2 . 3 Trainer

An e m pathic teacher i s an i m po rtant d ete rmining facto r fo r success . A comm itted teacher w i l l enj oy e m b a rking u pon an a d vent u re with h i s p u p i l s in a l e i s u re l y atmosphere . The teac her a nd the p u p i l s a re pa rtne rs w h o ta ke e a c h other seri o u sl y. Th i s w i l l set the tone fo r their m utual relations h i p in a sti m u l ating env i ronm ent . O b v i o u s l y, t he teacher i s the one with the knowledge, and he may be expected to g i ve shape to the l e a rning process . But a tra iner s h o u l d know h i s l i m itations . A re l atively wea k tra iner ( c o m p a red t o h i s p u p i l s) c a n do a usefu l j o b by sti m u l ating the p u p i ls, by p assing on knowledge to them that he com mands h i m self, by g i v ing tactical exercises with una m b i g u o u s solutions, and by d i scu ssing interesting pOSitions that he h a s stud ied thoro ug h ly h i m self. A weaker tra iner can a l s o a s k stronge r c l u b playe rs to d i scuss thei r g a mes with h i s p u p i l s . The teacher's lang u ag e is very i m po rtant; p u p i l s s h o u l d understand what a tra ining is a bo u t . Also i m po rtant a re the tra ine r's speed of s peec h , and he s h o u l d a l l ow eno u g h b re a k s . P u p i l s s h o u l d be g i ven the ti m e to th ink a bout what they h ave been to l d . Experience sh ows that a strong p l ayer without much d i da ctic experience can sti l l be successfu l in a sma l le r g ro u p, and especi a l l y a s a n ind i v i d u a l coa c h . It i s i m portant t h a t he fee l s co m m itted t o h i s p u p i l ( s ) and that there is a l ot of intera ction between tea cher and p u p i l ( s ) . 56

B 2 . 4 Tra i n i n g p l a n

Tra inings a re a i med at acq u i ring knowledge and understand ing, develo ping a ce rta in attitude and exercising ski l l s ( a p p l ying knowledge and understanding in pra ctice ) . At the sta rt of a co u rse the tra ine r d raws up a p l an, incl u d ing stu dy goals, and p resents this in a su rvey, in w h i ch h e a lso points out stud y m ateri a l and p ra ctica l matters l i ke the t i m e s and the l ocation o f the tra ining s . I n each tra ining he te l l s the p u p i l s w hat h e \l'>{i l l be dOing , how h e w i l l g o a bout it, and fo r wh ich reasons . H e w i l l ask fo r suggesti ons and l i sten to rea ctions . Students w i l l beco m e interested in themes if the c hoi ce of s u bject, the level of diffi culty, and the methods connect to t hei r perce pti on of the i r env i ronm ent and their l eve l . Each theme will pass t h ro u g h severa l sta ges in a tra ining : introducti on, explanation, exercises, tests. B 2 . S M otivation t o l e a rn

Motivation i s an i m po rtant fa cto r fo r l e a rning . If a teacher i s a b l e to m otivate h i s p u pi ls, they w i l l a c h i eve opti m u m resu lts . Rewa rd and punish m ent by the tea cher h a rd l y p l a y a ro l e in a g ro u p of m otivated p u p i l s . They w i l l reward themselve s by enj oying the g a me and the g ro u p p rocess, and by ach ieving resu lts . Tra inings a re interesting if they a re suffiCiently c h a l leng ing . The tra ine r m u st watch out fo r underb u rd ening as w ell a s overbu rd ening . It has a sti m u l ating effect if c h i l d ren can q u a l ify ( a s with the Step- by-Step M ethod ) , and if tra ining sessi ons h ave a b u i lt-in com petitive el em ent v i a po ints that can be scored . Too d i fficu l t s u bj ect matte r, l ong l i stening periods and m onotono us l essons a re g u a rantees for causing students to stop playing chess . But if they d i scover a l l sorts of p rinci ples and inSig hts, the l atte r w i l l sink in better. M o reover, the d i scovery of new ideas w i l l sti m u l ate t hei r fa scination fo r the g a m e . Success experiences and positive reinforcement enhance m otivati on . Th i s means that the tea cher s h o u l d th ink ca refu l l y a bout the level of the l essons, and that he should reg u l a rl y g i ve ind i v i d u a l p u p i l s sti m u lating co m m ents . Someti m es the weather o uts ide is s i m pl y too nice . If p u p i l s a re l ess incl ined to tra in on such days, the t ra ine r is better advised to o rganize someth ing m o re enterta ining , l i ke a si m u l . D i sc i p l ine is i m po rtant fo r p rog ress, but a l l owing ten pe rcent of 'change' ( a bsence , d o ing someth ing else) w i l l keep th ings pleasant. P u p i l s can hand l e an opti m u m stu d y l oad i f they know that they bear part of the respons i b i l ity fo r the tra inings and a re a l s o a l lowed to g ive s h a pe to them . If a l esson t u rns out not enj oya b l e, the tra ine r m u st i m m ed i ate l y search for the ca u s e . Pe rhaps the s u bject m atte r was too d i fficult, or he may have been spea k ing too l ong . The tra iner s h o u l d i m m e di ate l y put s u c h issues up fo r d i scussion and sea rch together with the p u p i l s for a better proce d u re . Energy mana g em ent is a necess a ry condition fo r effective study. Reg u l a r sho rt brea ks w i l l keep the heads cl ea r. Also, w hen m a k ing exercises d u ring a tra ining the p u p i l s s h o u l d be a l l owed to take t hei r ti m e . It is sti m u lating to have a tra ining pa rtner. Partners wi l l a s k each oth er criti ca l q uesti ons and provide each other with new insig hts . M o reover, it i s often m ore fun to investigate someth ing together than it is to do t h i s on you r own . It is a l so easier to sti ck to your p l anning i f you have m a d e a p pO intments a bout it with someone else. As fo r ho mework on ta cti cs, it i s advisable to a lte rnate easy positions ( i . e . s i m p l e 57

exa m p l es and re petitions) with d iffic u l t ones. This can be d one in various ways , fo r exa m p le: re petition on one d ay and a new s u bj ect on the next. 'Repetition i s t h e mother of l e a rning . ' Repetition of exercises t h a t have beco m e e a s y fo r the p u p i ls a l so p rovides them with success experiences, wh ich w i l l ins p i re them to stu d y fu rther. B 2 . 6 Conte nts

A tra iner s h o u l d m a ke use of exa m p les to intro d u ce and to cla rify s u bjects . He s h o u l d m ove fro m concrete m atters t o a bstracti ons, not the oth er way ro und: first the e l e m ents , then the w h o l e - first ea sy, then d iffi c u l t . Th e g enera l rule is: The young er the child ren, the m o re concrete the s u bject m atte r s h o u l d b e . C h i l d ren pass t h ro u g h stages in t hei r chess deve l o p m ent: materi a l , space, time. Th is o rd e r s h o u l d a l so be fo l l owed w hen you offer them tra ining materi a l . Information overk i l l i s useless. Former World C h a m pi on J ose Ra u l C a p a b l anca once said: 'I do not know m u c h , but w hat I do know I co m mand wel l .' Lea rning materi a l and exercises s h o u l d co rrespond to the p u p i l s ' experi ence and the i r perception of t he ir env i ronment. Via an an aly si s of one of h i s o wn g a mes with the help of an ana l ysis q u esti onna i re, a c hess p l ayer can express ho w he has experienced a g a m e . This p rovides a tra ine r with sta rting -po ints fo r the contents of h i s tra inings, and fo r a d vice on self- m anagement . Chess playe rs d o not only lea rn d u ring tra ining sessi ons - they a l so le arn fro m experiences ga ined in to u rnaments . It is i m po rtant fo r a teac her to g ive attention to such expe riences . Th is may lead to g ro u p d iscussions a bout a certa in position o r th e m e . B 2 . 7 M ethods

It is i m po rtant fo r l essons to be varied, both in proced u res and in s u bjects . Monotony h a m pers l e a rning . A good tra ining offers p u p i l s a ch ance to d i scover many th ings by themsel ves . A good tra iner va ries between fronta l teach ing (the teacher stands before the g ro u p ) , investi g ation in g ro u ps a nd ind i v i d u a l ana lysis of positions . In m any D utch school and chess cl u bs, p u p i l s first fo l low a tacti cs l esson from the Ste p - by-Step M ethod and then play a g a m e . With exercise sh eets t h e i r theoreti cal knowledge of tactics is tested , but what they do with this in p ra ctice re m a ins undiscussed . H owever, it i s h i g h l y i m po rtant that a tra iner or a strong p l ayer analyses the youth pl ayers' own g a mes with them . Th i s can be d one i m med i atel y afte r the latte r's fi rst game has been p layed ( and recorded ) . Ana l ysing you r own g a mes is the key to development in chess. A tra iner can first h ave the p u pi l s investig ate the i r ga mes ind ivid u a l l y, and then he can d i scuss t hem in a g ro u p setting . Th is forces the c h i l d ren to fi rst m a ke thei r own a ssessments . It is i m po rtant that exercises a re d one in a c h a l l eng ing atmosphere . A teacher shou ld not be spea king too l ong - h e s h o u l d sti m u l ate p u p i l s to a s k many q u esti ons, and to a nswer h i s . There m u st be a d i a lo g u e , an expl o rative l e a rning conversation. The tea cher s h o u l d a s k m any 'why'- q u esti ons . Fronta l teach ing is effective fo r the intro d u ction of s u bj ect matter, but it h a s a stu ltify ing effect if it is the only p roce d u re used . Resea rch and d i scovery a re centra l in a we l l thoug ht-out tra ining sess ion. T h e tra iner s h o u l d sel ect good exa m ples, where new knowl ed g e and ins i g h ts a re right on the h o ri zon of the p u p i l s' a ccu m u l ated 58

knowledge and ins i g hts. The Russian educationa l psycholog ist Lev Vygotsky cal led this the 'zone of the p roxi m a l development'. The D utch psycho l og ist Carel Fred e ri k van Pa rreren has a l s o written a bout t h i s . J u st a brief search on the Internet can h e l p a tra ine r g a in m o re insig hts in t h i s a rea . It is effective if a tra iner teaches h i s p u p i l s to wo rk actively with the subject materi a l . H e expla ins a s u bject, then the students a re g i ven exerci ses a round this theme, and they d raw conc l u sions and put these into word s . If a tra iner teaches h i s p u p i l s to put new p ieces of knowledge and unde rstand ing into words, and if he sti m u l ates d i scu ssion, h e w i l l sti m u late them to th ink syste matica l l y and conceptua l ly. Syste matic thinking means that students fi rst assess a position a ccording to genera l c h a racteristi cs. Then they sel ect the cand id ate moves, w h i ch they ca l c u l ate to the end . Th e resu lts a re co m p a re d, and then a decision h a s to be m ad e a bout the best m ov e . Concept u a l th inking i s thinking in concepts, themes and p l ans . Th ink of yesterd ay's newspaper o r the TV news. What was it a bo ut? M uc h knowledge and unde rstand ing i s lost beca use nothing has been a ctively d one with it. It is i m po rtant that stud ents d o someth ing with thei r new l y-acq u i red knowledge, l i ke solving d i a g ra m s or ma king a s u m m ary in thei r d i a ry. A tra iner s h o u l d a l so check in the ga mes p l ayed by h i s students if newl y a cq u i red knowledge is co rrectl y a p pl ied into p racti ce. For s u bject materi al t o s i n k in, it s h o u l d be p ra ctised reg u l a rl y w i t h q u estions and exercises . That can be done, fo r instance, in the form of a q u i z w h e re students can e arn pO ints . Lea rning p roceed s in incu bation stag es. Someti mes it ta kes a w h i l e before insig hts a re rea l l y interna l i zed . Someti m es a l so, prog ress goes h and in hand with a te m po ra ry setback in res u lts . Th i s is beca use present knowledge and new ins i gh ts m u st be integ rated into you r think ing , and t h i s often goes in fits and sta rts. If a position i s too d iffi c ult for a no rm a l ana l ysis, the teacher can sti m u late the searc h fo r a sol ution with d i rected q u esti ons . A tra iner s h o u l d use clear exa m p l es fo r the d i scussion of a certain theme. For the acq u i sition of techniq ues the tra ine r s h o u l d first show a few exa m p l es and te l l h is p u p i l s to m a ke a few exercises on that the m e . The next step i s to offer them s l i g htly m o re co m p l i cated posi ti ons , where the students can d i scover the the m e by themse lves . A tra ine r s h o u l d g ive h i s p u p i l s eno u g h t i m e d u ring tra ining s to ana lyse a position. The roo m s h o u l d be q u iet w h i l e this i s d one . The students m u st concentrate we l l , j u st l i ke d u ring a g a m e . Th i s contri b utes to the deve l o p m ent of a good com petitive attitu d e . The ana l ysis i s fo l l owed by a g ro u p d i scussion, where the tra iner observes h ow the students rea ct and w h e re there m a y be holes in th ei r knowledge, and then h e de lves deeper into those. By a l ternating the p roce d u res, a sti m u l a ting atmosphere can be created . W ith one task, a p u p i l c a n work ind i v i d u a l l y, w i t h a sl i g htly m ore d iffi c u l t one 'crib bing is o b l i gatory' and cooperation i s necessa ry. Ask ing stu dents in t u rn to te l l someth ing a bout a theme o r a bout one of their own g a mes w i l l sti m u late t h e i r a b i l i ty to express themselves and to cons u lt each other. If you want to m a ke p ro g ress in c hess you s h o u l d d o a ce rtain a m ount of self-study : exerci sing tactics, stu d ying annotated g a mes, ana lysing own g a m es, stud y ing o pening s, p racti sing end g a mes and studying interesting end g a m e stu d i e s . Th e tra iner can e x p l a i n the best way to go a bout t h i s . He can a l so d evote a g ro u p session to t h i s s u bject . The res u l t of such a d iscussion may be that it is better to exercise tactics fo r 1 5 m inutes every day than for 59

a n h o u r a n d a h a lf every wee k . It i s effective to a l ternate ' le a rn i ng t h i n g s ' ( for exa m p l e , stu d y i n g a n n otated g a mes) with ' d o -th i n gs' ( fo r exa m p l e , m a ki n g tactical exercises ) . B 2 . S Study e n v i ro n m e nt

A q u iet tra i n i ng e n v i ro n ment i s very i m porta nt. The i n te ri o r of the tra i n i n g space co ntri b utes to this s u bsta nti a l ly. Good tab les and c h a i rs a re a welco m e b o n u s . Noise a n d d i stra ctions w i l l d i sturb the l e a rn i n g process . A l s o , t h e tem perature shou ld be good a n d there s h o u l d be a sufficient a m o u nt of fresh a i r. B 2 . 9 D u ration a nd freq u e n cy

The ideal i nte n sity a nd d u ration of t ra i n i n g sessi o n s depends o n how m u c h the stu dents ca n h a n d l e . Th e m o re i nteresti n g a nd va ried a tra i n i n g is, the longer its d u rati o n can b e . The a m o u nt of s u bj ect materi a l that stu d e nts c a n h a n d l e is often re l ated to a g e a n d t o cog n itive l evel . A we l l -thoug ht-out structu re of tra i n i n g components w i l l stro n g l y i n fl u e n ce the atmosp h e re in the g ro u p a n d the effect of the tra i n i n g . H a bit fo rmati o n a n d reg u l a r tra i n i n g a re i m porta nt req u i rem e nts fo r su ccess . It ta kes t i m e to le arn to play good ch ess . Good p l a n n i n g i s i m porta n t . It a l l ows a student to reserve suffi ci e nt ti m e fo r tra i n i ng s without t h e m d o m i n ati ng h i s l ife . W i t h good p l a n n i n g , e ne rgy i s used effi ciently a n d a n o pti m a l lea rn i n g pe rfo rm a n ce i s poss i b l e . B 2 . 1 0 Keep i n g order

A tra i n e r s h o u l d be a b l e to m a ke d o with not m o re than an occa s i o n a l re pri m a n d . G ro u p m e m bers ca n a l so mutu a l l y co rrect ea ch oth e r. This w i l l h a ppen sooner if they feel joi ntly respon s i b l e fo r the tra i n i ng ro uti n e . Kee p i n g ord e r i s h a rd l y a n issue with we l l - m otivated stu d ents. I f t h i n g s get t o o j o l ly, the teacher can rec l a i m eve ryo ne's attention either with a j o ke o r by ra i s i n g his voice. If this doesn't work, he can ask the stude nts in q u esti o n dead seri o u s l y if they wou l d n 't p refer to l eave . Of cou rse, a c h i l d ca n d i splay d iffi cul t be hav i o ur if it has a perso n a l ity d i sord er or i f it h a s p ro b l e m s at h o m e . It is i m po rta nt that a tra i ne r h as an eye fo r such c i rc u m sta n ces . In such cases h e can ta l k to the child and its p a re nts o utside the tra i n i ng , a n d sea rch with them fo r a soluti o n . Without q u esti o n there a re g ro u p rules, b u t i t ca n b e a g reat re l i ef fo r a c h i l d i f i t s pro b l e m s receive attenti o n . I n c ase of a perso n a l ity d i sorde r ( i . e . a utism o r ADH D ) , a teacher c a n g i ve a p u p i l extra attention a n d struct u re . B 2 . 1 1 Supporting a ctivities a n d too l s

A stu dent can active l y and , conseq u e ntly, effectively i ntern a l ize new knowledge a n d u n d e rsta n d i n g if h e su m m a ri zes everyt h i n g co ncise ly i n a d i a ry. This new knowledge can cons ist of a l l k i n d s of t h i n g s : fo r exa m p l e , rules of t h u m b ( g enera l rules) , open i n g tra ps o r m i sta kes i n self- m a n a ge m e n t . A chess student can co m b i n e a d i a ry with a d atabase, w h e re h e ca n g i ve co m m ents to positions or g a mes with text and variati o n s . The stu d y of ga mes and positions ca n easily be repeated v ia a d atabase, a n d it will a l so be better re m e m bered a s wel l this 60

way. A stu d e n t ca n p a rtly t u rn ' l ea rn i n g t hi ng s' ( a cq u i sition of knowledge) i nto 'do-th i n gs' by m a k i n g a s u m m a ry i n a d i a ry. The more a ctively someone le arns, the more effective it w i l l be . I f a teach e r g i ves a s u m m a ry of a l esson on paper, or v i a a n e m a i l .this w i l l sti m u l ate reflection on t h e l earn i n g materi a l . Th i s contri butes to syste matic knowledge a u g m e ntation . O l d e r tra i n i ng p a rticipa nts ca n a l so m a ke a s u m m a ry themselve s . A stud e n t tra c k i n g system can be of practical service. I n it, a tea cher ca n take stock of, for i nsta nce, pe rforma n ce with exercises, tou rn a ment visits, etcetera . This way, a bad perform a n ce w i l l i m m e di ate l y attract atte ntio n . Th is can be a n occa sion for a re petition o f certa i n l e a rn i n g materi a l . It c a n a l so be a n occa sion for a ta l k between the tra i n e r a n d the p u p i l a n d , possibly, hi s p a rents. I n such a ta l k t he tra i ne r c a n d efi n e a prob l e m and g i ve a dvice. Of the a bove-mentioned re m a rks, a tea cher can m a ke a checklist . With it, he can look at h is own fu nction i n g poi nt by poi nt d u ri n g tra i n i ng s . He can bring weak poi n ts i nto v i sion by a g reei n g with a nothe r tra i ne r to observe each other d u ri n g a tra i n i n g , and to judge each oth e r with the help of the check l i st. With t he stu d y of tactics, the s u ccess rate of the cou rse w i l l be h i g h est if a student gets q u ick feedback on the exercise h e h a s don e . It is not effective if you m a ke you r homework, h a n d i t i n to you r tea c h e r a n d then it i s d i scussed one week later. Ta ctical exercises, for exa m p le, ca n be done by stu d e nts themselves with the Step- by-Step M ethod on C D - RO M . H e re, they i m m ed i ate ly see the a n swers a n d ca n check ri g ht away what t hey h ave done w ron g . A stu dent ca n note h i s m i sta kes on p a pe r a n d re-do these exercises l ate r on . Before a tra i n i ng , a tea cher ca n ma ke a su m m a ry of the s u bject m ateri a l . But h e ca n a l so d istri b ute i t afte rwa rd s ( by e m a i l , for i n sta n ce) . I n a n e m a i l report, su bj ects ca n a l so be mentioned t h a t h ave sponta neously cropped u p d u ri n g a l e sson . A tra i ner ca n sti m u l ate refl ection by con cl u d i n g ( a p a rt of) the lesson with the q u estion : ' W h a t have we lea rned h e re?', a n d the stude nts ca n take turns me ntion i n g exa m p l e s . A tra i n e r can u s e va rious a i d s . I n case o f fronta l tea c h i n g , a d e mon stration boa rd is u sefu l ; in s m a l l e r g rou ps or i n d iv i d u a l l essons h e ca n use a com p uter. D u ri n g frontal l essons , every stud ent s h ou l d have the i r own boa rd for try i n g out variations .

83 Training components 83 . 1 Tactics

' 99% of c h ess is tactics.' Ta ctics a re the basis of everyth i n g . Afte r t he ru l es of the g a m e h ave been le arned and the fi rst g a mes have been p l ayed , the develop ment of a chess p l ayer sta rts w ith the l e a rn i n g of basic ta cti c al motifs l i ke dou b l e attack ( attac k i n g two of the oppon ent's pieces at the sa m e ti m e with one pi ece) a n d p i n ( attacking a piece that ca n not move a s then the p i ece behind it is u nde r threat) . These basic tactica l motifs form the ABC of chess. We h e a rti ly reco m m e n d the wel l thoug ht-out Step- by-Step M ethod b y Rob B ru n i a a nd Cor v an Wijgerd e n , where a l l the tacti cal motifs a re e x p l a i ned i n a syste matica l way. Th is m ethod cons ists of m a n u a l s a nd work books - see the website www. sta p p e n m ethode . nI. It is 61

being used on v i rtu a l l y a l l school cl u bs a n d chess c l u bs i n The Nethe rl a n d s . Th is method i s a l so suita b l e fo r self-study by youths as we l l a s a d u lts. The Ste p - by Ste p Method has been tra n sl ated i nto various l a n g ua ges, a n d tod a y it is a l so very popu l a r i n Germ a n y. By exerci s i n g a lot of tactics you w i l l stea d i l y i m prove yo u r reco gn ition of positio n s where ce rta i n co m b i nations a re poss i b l e ( pattern recog n iti o n ) . The you nger you sta rt with this, the better. It can be co m pa red to learn i n g a l a n g u a g e . Resea rch by K rog i u s p roves that to p-class p l ayers who h ave sta rted after the i r tenth yea r m a ke m o re ta ctical m i sta kes at a later a g e . Tactica l a bi l ities a re develo ped best by exerci s i n g - a l m ost - d a i ly, e . g . for 15 m i nutes . The a uthors of the Step- by-Step Method a dvise a g a i n st work i n g t h ro u g h the Steps too q u ickl y. The newly lea rned s k i l l s s h o u l d be a l lowed to si n k i n - o n l y t h e n w i l l you be a bl e t o use them i n y o u r o w n g a m e s . H owever, it can never be the i n tention of a tra i n e r to s l ow down eager you n g pl ayers . Today, for every Step there a re extra workbooks as we l l as p l u s work books, p rovid i ng the moti vated player with even m o re materi a l to practise with . Fu rthermore, the Step - by-Step M ethod has a l so been p ut o n a DVD, wh ich has the adva ntage that w h i l e you a re m a k i n g the exercises you g et d i rect feedback v i a the co rrect a n swers . Repetitio n is the key to success . Dutch youth c h a m p i o n Roe l a n d Pru ij ssers wo rked t h ro u g h the Step - by-Step Method seven ti m es u ntil he had a good co m m a n d of the m ate ri a l . It can have a sti m u lating effect to a l ternate difficu l t exercises with easier o n e s . Exercising tactics o n l y is n ot sufficient fo r a novice chess player. It often h a ppens that c h i l d re n w ho have finished Step 5 sti l l b l u n de r pieces in th e i r g a m e s . It is j u st a s i m portant - a n d this i s often fo rgotte n ! - t o play m a n y g a mes a n d d i scuss these g a m es w i t h a stro n g e r p l ayer o r a tra i n e r. Further on i n this book there i s m o re i nformation a bout how to a n a l yse your o wn gam e s. T h e problem with exerci s i n g tactics is that you a re consta ntly searc h i n g for good moves fo r y o u r own s i d e . Not u nt i l you play a n d a n a lyse a lot w i l l you rea l l y l e a rn to a l s o sea rc h fo r good m oves fo r your opponent, which you s h o u l d a l ways ta ke i nto a cco u nt . More books with ta ctical exercises o n a l l levels have been p u b l ished . A classic is 'The Anthology of Chess Com b i nations' ( p u b l ished 'by Chess I nfo rma nt) . In this boo k, thousa n d s of d iffere nt co m b i nations from the past 2 0 0 yea rs a re presented o n 424 pages. Fo r the sa ke of va ri ety, it is a l so fu n to pra ctise tactics o n the I nternet, fo r exa m p l e o n the Berl i n chess tactics server E m ra l d (see chess . e m ra l d . net) . 8 3 . 2 Strategy 'Pawns are the soul of chess.' - Fra n cois A n d re Dan ican Ph i l i do r Tactics i nvolve a concrete a n d forced seq u e n ce of m oves. Strategy a n d positi o n a l p l ay a re the cou nterp a rts of tactics . Th e two fo rmer terms a re often mixed u p . This is a l ittle co nfu s i n g , si nce th e i r mea n i ngs a re si m i l a r, but not exactly the sa m e . Strategy m e a n s m a k i n g p l a n s ; with positi o n a l play we mean putti ng pieces o n good sq u a res. Chess pl ayers a re often cl assified, acco rd i ng to style, i nto tacti cal a n d positi o n a l pl ayers . Ta ctical p l ayers te nd to lo o k fo r co mpl ications a n d t h i n k con cretel y a l l the ti m e . Positi o n a l p l ayers prefer to avoid compl icatio n s a n d try to i m p rove thei r position ste p by ste p . This is a 62

classical d i st incti o n . H owever, a modern to p p l ayer s h o u l d be a n a l l - rounder. The o l d -fa s h ioned i m a g e of a c hess m a ster w h o devises a m a ster p l a n and co n s i stently fo l l ows it t h ro u g h d u ri n g t he enti re game i s not co rrect. A chess g a m e is u s u a l l y a seq u e n ce of s h o rt strateg i c o perati o n s s u p po rted by tactical calcul ation s . The ulti mate a i m i n a chess g a m e is t o checkmate t h e e n e m y ki n g . Apa rt from this, the most i m porta nt strateg i c el ement by fa r i s the centre , i . e . the fo u r sq u a res i n t h e m i d d l e o f t h e chessboard . Th i s is beca u se t h e m o re centra l l y a p i ece i s positio n e d , the m o re poss i b i l ities it w i l l h ave . A k n i g ht i n the co rner o n l y l oo ks at t w o sq u a res, but a k n i g ht i n the centre i s eye i n g e i g h t . Th is a ppl ies to a l l the p i eces except the roo k s . A p red o m i n a nt m i s u n d e rsta n d i n g a m o ng very i n experienced chess p l ayers i s that if you put yo u r pi eces i n the centre, they w i l l be v u l n e ra b l e beca u se they ca n be attacked fro m a l l si des . The o p posite is tru e . You m u st trust your own strength : i f you a re beautifu l l y centra l i ze d, you yourself a re stro n g . S ome peo ple a l so say : it's better to have a bad plan than no plan at a l l . Th i s sa y i n g holds a g ra i n of truth . If you can not t h i n k w h at you r p l a n s h o u l d be, you co u l d consider: 1.

2. 3.

A d i rect attack o n t he enemy k i n g . Active, a sserti ve p l a y is s u rpri s i n g l y often su ccessfu l . As the o p p o n ents g e t stro n g e r, u n m otivated attacks on t h e ir k i n g w i l l o bvi ousl y h ave l ess cha n ce of s u ccess, but it will not do you a n y h a rm to ex peri ment with th e m . Centra l izati o n . J u st put a l l you r p i eces i n the centre , t h i s can never be tota Ily wro ng . I m p rovi n g y o u r wo rst p i ece. If you keep d o i n g t h i s con Sistently, you w i l l keep yo u r position hea lthy.

I n the Ste p - by-Step Method a mod est sta rt is m ade with strategy. As said, the deve l o p ment of the c hess p l ayer sta rts with m a ste ri ng the basic ta cti cal m otifs, a n d strategy comes after that. The strateg i c exercises of the Step- by Step Method a re ofte n perceived to be d iffic u l t . That's not such a bad thing o n l y it is i m porta nt to d iscuss the exercises exte n sively with a tra i ne r u nti l a l l is clear. A g oo d fo l l ow- u p o n the Ste p - by-Step Method is the book 'Chess Strategy fo r Cl u b Players' by H e r m a n G rooten . In t h i s book, a l l the i m portant strategic e le me nts a re dealt with i n sepa rate c h a pters, fo r exa m p le : wea k pawns, strong sq u a res, pa ssed pawn, open file, the seventh ra n k , the bishop pair and h a rmony between the pi eces . Each c h a pte r i s fu l l of i n structive exa m p les and concl udes with h a l f a d oze n exercises. These exercises a re a l so often perceived a s bei ng q u ite tou g h . H e re ag a i n , it i s i m porta nt fo r the tra i ne r to exp l a i n that it is not a bad t h i n g to m a ke m i sta kes. A n i ce p roced u re i s to d o such strateg i c exerci ses in a g ro u p setti n g , so that you can s u pport each other a n d lea rn from one a n oth e r. Strategy is not somet h i n g you l earn in o n e day. H e re a l so, re petition is the key to s u ccess . B rows i n g thro u g h t h i s book fo r a second time, you w i l l keep d i scove ri n g new t h i n g s . You w i l l a l so a cq u i re a better u n de rsta n d i ng of strategy by a n a l ysi ng yo u r own g a mes with a tra i ner or a stro n g e r p l ayer. J o n a th a n Rowson h as w ritten a n i nterest i n g a rg u ment a bo ut solving d i fficult exercises in h i s book ' Chess fo r Ze b ras'. If, w h i l e playing t h ro u g h i n structive exa m p l es, you a re sitti ng in you r c h a i r n o d d i n g u n d e rsta n din g l y, then afte rwa rds you w i l l h ave the fee l i n g that you have become a stro n g e r p l ayer - that now you 63

u n d e rsta n d m o re of the g a m e . O n the other h a n d , if you a re m a k i ng d ifficult tactica l o r strateg i c exercises, you w i l l someti mes despa i r a nd get a more negative i m p ression of you r own chess a b i l ities. The paradox is that i n the fi rst case you have l e a rned re l atively l ittl e , whereas i n the seco nd case you have tra i ned your s k i l l s a n d in fact t h i s h a s m ade you a better player. Rowson ca l l s t h i s t h e k i n d o f tra i n i ng that pushes y o u u p a g a i nst t h e edges o f y o u r comfo rt zone . I n sh o rt : however h a rd the exercise, you w i l l l e a rn m o re fro m stu dying a position first a n d ra c k i ng you r b ra i n s t h a n fro m check i n g the sol ution right away. Chess ta l e n t ca n ex p ress itse lf in the dete rm i nation with w h i ch a young p l ayer tries to find solutions. Rowso n , by the way, i s writi ng m a i n l y a bout a d u lts - obviously fo r very you n g c h i l d re n oth e r laws a p ply, a n d fo r them it can be frustrating to spend too m uc h t i me on o n e pro b l e m . Fo r very you ng c h i l d ren it may be better to p l a y t h ro u g h the solution together in such cases, thereby tra nsform i n g it i n to an i n structive exa m p l e . Bes ide the basic strateg i c e l e m e nts there i s t h e fa sci nating co m b i ned acti on between the factors materi a l , ti me and space. Th e pi eces have an average va l u e ( pawn 1 poi nt, k n i g h t and bishop 3 poi nts, roo k 5 pOi nts, queen 9 poi nts), but these eva l u ations a re h i g h l y re lative. For exa m p l e , a roo k that is sta n d i n g m oti o n l ess i n a corner, a s it d o e s i n the sta rti n g positi o n , i s worth not more than 1 point. H owever, a roo k that is ru n n i ng ra m pa nt over the board may be worth 6 pOints. The m o re space a p i ece gets, the h i g h e r its va l u e beco m e s . You ca n, for i n sta nce, a l so sacrifice a p i ece to g ai n ti m e for a q u icker acti vation o f y o ur rema i n i n g p ieces . More books have been w ritten o n strategy. We reco m m e nd 'Secrets of modern chess strategy' by J o h n Watso n . In this book, a l l major and m i n o r developme nts a re d i scussed that the g a m e of chess h a s g o ne t h ro u g h strateg i ca l l y s i n ce Aaron N i mzowitsc h 's classic 'My Syste m '. A l so very n i ce a re ' Pi ece power' by Peter We l l s a n d ' 1 0 1 tips to i m p rove your c hess' by To ny Kosten . Such books are often ava i l a bl e o n l y i n the E n g l i sh l a n g uag e, w h i c h leads to a noth er u sefu l pi ece of advice fo r a m bitious n o n - E n g l i s h chess pl ayers : pay good attention d u ri n g t h e E n g l is h l esson s at school ! A c l a s s i c w ork w i t h exercises is 'The Best M ove' by Vlast i m i l J a nsa and V la sti m i l H o rt . Another i n structive book is ' Power Chess with Pieces' by J a n Ti m m a n . A nd , of co u rse, M a x E uwe's classi c ' J udgement and Pla n n i n g in C h ess' s h o u l d be p a rt of t h i s l i st . Today t h i s book h a s an old fa s h i oned fl avour, but at the ti m e it was g ro u n d brea k i n g and it i s sti l l i nteresti ng to rea d . Chess i s 99% tactics a n d 1 % strategy. Another way to put this i s that a ctu a l l y there i s no d i sti n ction between tactics a n d strategy - they a re i n extrica bly con nected . There is a good cha nce that w h e n p l u n g i n g i nto thought, conj u ri n g u p a l l sorts of bea utifu l strateg i c p l a n s , you a re s u d d e n l y taken by s u rprise by a tactical poss i b i l ity fo r y o u r opponent that you have n 't seen com i n g . 8 3 . 3 Ope n i ng

The o pe n i n g is the i n it i a l p h ase of a chess g a m e . I n Step 2 of the Step - by Step Method the t h ree g o l d e n ru l es fo r the o p e n i n g a re i ntrod uced : 1. Pawn in the centre 2. Pieces out 3 . K i n g safe . I n oth er word s : contro l the centre , develop your pi eces a n d ca stl e . Th ese rules a re very s i m p l e, but espec i a l l y t h e co nseq uent development o f a l l t h e pi eces ( ru l e 2 ) is someth i n g t h a t chess 64

p l a yers keep s i n n i n g a g a i n st even at a re latively h i g h l evel . Other rules of t h u m b fo r t h e o p e n i n g a re : d o n 't m a ke too m a ny pawn m oves a n d d o n 't get yo u r q ueen out too soo n , beca use t h i s w i l l cost you too m uch t i m e . M o re haste, less speed , but i n the o pen i n g every move cou nts a nd you s h o u l d not lose t im e there . If o n e of the two p l ayers o bta i n s a l e a d i n deve l o p m e nt, this often leads to a d i rect attack o n the other p laye r's k i n g a n d a q u i ck vi cto ry. A re l ated su bj ect is o p e n i n g tra ps, i . e . we l l - known s h o rt-ci rcu its in the open i n g phase of the g a m e . Fo r novice chess players it i s usel ess t o stu d y open i n g theory. A s l o n g a s you a re sti l l wo rki n g on the Step - by-Step M et hod , in pri n c i p l e the g o l d e n rules of the o pen i n g a p p l y. Nevertheless, a fi rst acq u a i nta n ce with the va ri o us openings will fo l l ow soo n . With w h ite it i s reco m m end ed to open the g a m e with l . e4, w h i ch is the m ost d i rect and a ctive m ove . I n o rde r to l ea rn a bout the combi ned a cti o n between materi a l , space a n d ti me at an e a rl y sta ge , it is good to play g a m bits l i ke the K i n g 's G a mbit a n d the Eva n s G a m bit. A g a m bit is a n opening where materi a l is sa crificed fo r a ctive p l a y a n d atta c k i n g c h a n ces. To l . e4, the classica l - a n d poss i b l y best - re p l y i s l . . . e S . Another good , active poss i b i l ity is l . . . c S , t he S ici l i a n O pe n i n g . There a re d iffe re nt Sicilian va riations, but a ni ce one fo r you n g p l ayers is the D ra g o n . An excel lent i n trod ucti o n to o p e n i n g s is g iven i n Pa u l van d e r Sterre n 's ' Fu n d a m enta l Chess O p e n i ng s '. I n t h i s book, the backgro u n d s of the o p e n i n g s a re u nfo lded with pl enty of verbal e x p l a n ation, h e l p i n g you with yo u r open i n g choices. Playing active o p e ni ng s is the best way t o deve l o p y o u r ta cti cal ski l l s . With an eye on talent deve l o p ment and top-class sport, a m a rg i n a l note i s in order h e re . As soon a s y o u n g ta l e nts play i n the n atio n a l to p reg i o ns i n t h e i r category, it i s time to trad e i n the g a m b its fo r a seri o u s open i n g reperto i re with pri n c i pa l m a i n l i ne s . Reme m ber that we a re ta l k i n g a bout c h i l d ren fro m a bout 12 yea rs of a g e h e re ( o r even sooner, if a c h i l d i s u p to it) , who have a l ready co m p l eted a lo n g stretch . In The Netherl a n d s t h i s te nd s to go wro n g someti mes . Ta le nted pl ayers keep p l a y i n g c h i l d re n 's open i n g s too l o n g , a n d conseq uently fa i l to j o i n i n w i t h the i nternati o n a l e l ite. I n o r d e r to com pete i nternat i o n a l ly, h a rd work is req u i re d , a n d t h i s a l so i n vol ves a seri o u s stu dy of the open i n g s . By pl ay i ng p ri n c i p a l ma in l i nes you w i l l sti l l force y o u rself to ca lcu late a lo t, but you w i l l get m a ny m o re d iffe re nt positions o n t h e board , w h ich w i l l a l l ow y o u t o deve lop m o re b road l y. From t h i s point of vi ew, M e rij n van Delft h a s writte n a n open i n g series i n t h e fo rm e r Dutch m a g a z i n e Scha a k n i eu ws , w h e re h e p rese nted a complete repe rto i re fo r the w h ite p l ayer based on m a i n l i nes afte r l . e 4. There a re a n enormous a m o u nt o f ope n i n g books, b u t these a re often rather speci a l i zed a n d do not m a ke u p a co m p l ete re perto i re . True , a l l the re leva nt i nfo rm ation is in the d a ta bases, but fo r you n g p l ayers it i s not so e a sy to fi nd the i r way i n a co l l ecti o n of m o re t h a n t h ree m i l l i o n g a mes. Act u a l ly, the ( Dutch - l a n g u age) Sch a a k n i e u ws series is a m a n u a l fo r u s i n g databases. The young talent m u st know the m ost i m p o rtant va riati o n s a n d h e m u st know w h e re h e can fi nd more i nfo rmati o n . A g ood tra i n i ng p roce d u re to get a good co m m a n d of o p e n i n g s i s by ta king so-ca l l ed m odel g a mes (in the afo resa i d o pen i n g series in Sch a a k n ieuws, for every op e n i n g a n u m ber of model g a mes were s u m med u p ) a n d d i scussing them in the form of a q u i z . The stu d y of theory a l o ne i s obviously not enoug h . 65

You h ave to p l ay games with these o pe n i n g s yo u rself a n d then a n a lyse the m . This c a n b e done, for i n sta nce, b y o rg a n i zi n g theme to u rn a m ents with a certa i n open i n g va riation a s a theme. P l a y i n g b l itz o n t h e I nternet can a l s o b e a good sch o o l , p rovided that you d o this seri o u sly a n d look u p the theory afterwa rd s . In concl u s i o n , we wo u l d l i ke to re m a rk that you can o n ly rea l l y master a n open i n g by p l a y i n g rea l g a mes with it. W ith o pen i n g tra i n i n g , t h i n g s often g o wrong i n pra cti ce. The tri c k i s t o u n d e rsta nd i n w h i ch situations open i n g stu d y i s tota l l y m is p laced a n d , o n t h e other h a n d , i n w h ich cases it is i m porta nt. Consulting a stro ng p l ayer o r a tra i ne r ca n be hel pfu l here . 8 3 . 4 M id d l e g a m e

The m i d d l e g ame i s d i sti n g u i shed fro m the open i n g and the endgame i n the sense that it does not h ave a ny conc rete theory. I n the m i dd l eg a m e , rea l chess is being played, a n d the p layer w ho i s ta cti ca l l y a n d strateg i ca l l y the best versed w i l l g a i n the u p per h a n d . The re m a rks m a d e on tactics a n d strategy at the beg i n n i ng of this c h a pter a p p l y here . To beco m e more s k i l led in the m idd legame it i s a l so i m portant to study exe m p l a ry g a mes by stro ng p l ayers . True, there does not exist a concrete m id d l e g a m e theo ry, but this study w i l l m a ke you fa m i l i a r with many typ i ca l positi o n s conta i n i n g certa i n sta n d a rd p l a n s . See a l so the last p a ra g ra p h of t h i s cha pter, o n a n n otated ga mes . Today, o p e n i n g theory has developed so fa r that the d isti n ction between the ope n i n g a n d the m id d l eg a m e i s not a l ways clear. In such cases we can spea k of a n i nteg rated w h o l e . There a re two factors that h ave ra p i d l y acce l e rated the develop ment of open i n g theory. Si nce we have the I nternet, a l l i nfo rmation h a s beco m e ava i l a b l e to everyon e . Besides, com pute r chess pro g ra ms have becom e so stro n g that the development of open i n g theory is no longer the p ri v i l ege of the g ra nd m a ste r elite. The b o u n d a ries between m i d d l eg a m e a n d endgame a re not 'a l ways very clear either, but u s u a l l y we spea k of a n e ndgam e when the q u eens a re exch a n g e d . H owever, i f there a re sti l l m a n y o the r pi eces on the board, we ofte n spea k of a q u een less m i d d l e g a m e . A knowledge of e n d g a mes w i l l e n a b l e you to determ i n e i n m i d d l ega mes how you ca n l i q u id ate i nto favo u ra bl e e n d i n g s . 83.5 Endgame

The e n d g ame i s the fi n a l p hase of the game, and a s such the deci s i ve one. O ne sma l l m i sta ke m a y u n d o all your p rev i o u s exertions, a n d often it can not be re med i ed a n y m o re . E nd g ame p l ay i s c hess i n its p u rest fo rm ; s i n ce there a re o n l y a l i m ited a m o u n t of p i eces left o n the boa rd , it i s cru c i a l fo r a l l the pi eces to perform opti m a l l y. Therefo re , a good stud y of the e n d g a m e w i l l teach you a lot a bout the poss i b i l ities of the p i eces and the way they cooperate . A bea utiful exa m p l e i s try i ng t o force mate w i t h b i s h o p a n d k n ig h t. Both pi eces m u st cooperate perfectly to s ucceed i n m ati ng the enemy k i n g . However, m a n y peo p l e do not l i ke stu d y in g e n d g am es that they may never get on the board , a n d they prefer to look at open i n g s , with w h i ch they th i n k they can score m o re q u i c k ly. I n the Ste p - by-Step Method, besi d es tactics a lot of attention is a l so paid to the endga me : mating co m b i nati ons, pawn e n d i n g s (the 'sq u a re ', key sq u a res, 66

outside passed p a w n , ca n d i d ate first, protected passed pawn , zugzwa n g , bre a kt h ro u g h , p a w n ra ce ) , materi a l advantage, q u een vers u s p a w n , roo k versus pawn and rook e n d g a mes ( Luce n a positi on and Ph i l i d o r positi on ) . Th ese basic endgames a re p resented with e n o u g h exercise materi a l fo r stu d e nts to practise them sufficie ntly. In the e n d g a m e , the k i n g beco mes an i m portant piece. You cou l d say that here the k i n g is worth fo u r pOi nts in g e n e ra l : stro n g e r than a m i n o r p i ece ( kn i g ht o r b i s h o p ) , but wea ker t ha n a roo k . By attach i n g a value to the k i n g with pOi nts it beco mes clea r that you will s i m p l y p l a y with o n e pi ece l ess if in t he e n d i n g you fo rget to activate you r ki ng . Not a l l e n d g a mes need to be stud ied i nte nsively, b ut clearly a n i ntensive stu d y of the roo k p l u s pawn vers u s roo k e n d g a m e i s extre m e l y profita b l e . In this respect, the booklet ' Wa s m a n O be r Tu rm - E n d s p i e l e wi ssen sol lte ' by Ka rl Otto J u n g is b ri l l i a nt i n its s i m p l i city. Rook e n d i n g s a re the m o st freq uently occu rri n g e n d i ng s. H e re, rule n u mb er one i s : in m o st cases a ctivi ty is more i m porta nt t h a n materi a l . O l d -fa s h i o n ed e n d g a m e books were often rather d u l l , but there i s a new g e n e ration of e n d g a m e books that a re m u ch more a ccess i b l e a n d p ra cti ce -oriente d , l i ke ' S i l m a n 's Co m p l ete E n d g a m e Co u rse' by Jeremy S i l m a n . The mod ern cl assics a m o n g the e n d g a m e books a re ' E ndgame M a n u a l ' by M a rk Dvorets ky a n d ' Fu n d a m enta l C hess E n d i ngs' by Ka rsten M O i l er a n d Fra n k La m p recht. Ka rsten M O i l e r has a l so p u b l ished a good DVD series on endga mes. If one of the p l ayers h a s a c l e a r materi a l a dva ntag e fo r n o com pensation, it i s sa i d that the win i s a matter of tec h n i q u e . Tec h n i q u e i s not at all ea sy, but on the other h a n d , it does n 't req u i re m a g i c . Tech n i q u e has two i m po rtant aspects . In ' C hess Strategy for the C l u b P l a ye r', H e r m a n G ro oten has written i n structive l y on so-ca l l ed 'schematic th i n k i n g '. Also, tech n iq u e is not an i ntu itive knock of the master, but a m atte r of conti n u o u s a ccu rate ca l c u l ation of a l l sorts of sh o rt va riati o n s . In other word s : tech n i q u e is ta cti cs . 8 3 . 6 An n otated g a m e s

In o rd er to beco m e a better p layer it i s u sefu l to play t h ro u g h a few a n notated g a mes every wee k . These a re g a mes w h e re the g a m e m oves ( a lso ca l led 'text m oves') a re e x p l a i n ed in words a n d variati o n s . In t h i s way you w i l l get to know m a n y ty p ical positio n s with t hei r sta n d a rd p l a n s . Do not restrict yo u rself to g a mes with open i n g s that you play y o u rself. A n n otated ga mes ca n be fo u nd i n books l i ke ' U n d ersta n d i n g Chess M ove b y M ove' by J o h n N u n n a n d magazi nes l i ke ' New in C hess'. The m o re verb a l the ex p l a nations, the better. It i s i m porta nt that you st ud y these g a mes a ctively. T hi s c a n be d o n e in the fo l l ow i n g way : 1.

2.

Play t h ro u g h the g a m e a n d try to u n d ersta nd the co m m e nts . Write down m oves and co m ments that you d o n 't u n d e rsta nd and present them to yo u r tra i ne r o r a tra i n i n g p a rtner. Play t h ro u g h the g a m e a g a i n a n d w rite the two o r t h ree m ost i m po rta nt ru les of th u m b ( comme nts with a g ene ra l i m porta n ce ) in yo u r d i a ry. Play t h ro u g h the g a m e o n ce m o re a n d ' p red i ct' the m oves fo r the w i n n i n g s i d e . Fo r every move, mention at least o n e reason why it s h o u l d be p l ayed . I n t h i s way, you ca n c h e c k i f you u n de rsta nd the co u rse of the g a m e a n d you w i l l n otice w h ich p h ases re m a i n u nc l e a r to you . M oves =

3.

67

4.

that you u n d e rsta nd a re easy to me morize. For m oves that you haven't been a b l e to re memb er, you s h o u l d read the com me nts o n e more time. Co l l ect i m porta nt thematic positi o n s in a co m p uter database.

By lea rn i n g i n t h i s a ctive way, you will reflect m o re u po n what is g o i n g on a n d you w i l l acq u i re knowledge, u n d ersta n d i ng a n d s ki l l s . It w i l l e n a ble you to recogn ize the a cq u i red themes m o re q u i c kly, a n d a l so to a p ply the acq u i red tec h n i q ues i n your own g a mes. It is a n i ntensive way to study, but it does yield resu lts. It is better to stud y o n e s i n g l e g a m e thoro u g h l y a nd rea l l y learn somet h i n g , t han to p l ay t h ro u g h m o re g a mes rather su perfici a l l y without picking u p a nyth i n g fro m th e m . Games by t h e o l d m a ste rs a re ca l l ed c lassi ca l g a m e s . Ga rry Kasparov has descri bed chess h i sto ry in his m a g n i fi cent 'My G reat Predecessors' series. Tou rnament boo ks a re a re l ated way to w rite a bout chess h i story. The best know n exa m p l e is ' Z u rich I n ternati o n a l To u rna ment 1 9 5 3 ' by David Bronste i n . More rece nt p u b l ication s a re ' C u racao 1 9 6 2' b y J a n Ti m m a n a n d ' S a n L u i s 2005' by Al i k Gers ho n a n d Ig or N o r. G a m e col l ectio n s by the worl d 's best pl ayers a re reward i n g sou rces of i n s p i ration a s we l l . The best- known i n this g e n re is ' My 60 Memora b l e Ga mes' by Bobby Fischer. A mod ern classic i s ' Fi re o n Board ' by Al exey S h i rov. 8 3 . 7 Variation calcu l ation

Va riati on ca l c u l ation is i n fact tactics fo r advanced playe rs . Ta ctics is the a p p l ication of basic m otifs, a n d of co u rse it i n vo l ves c a l cu lati o n . As soon as we can no longer spea k of o n e clear motif, a n d the ca l c u l ation of l i nes sta rts to beco me m o re outla n d i sh ( a s i n a rea l g a m e ) , we spea k of variation calculati o n . Novice p l ayers d o not yet have the a b i l ity to ca l c u l ate deeply, but a s they deve lop fu rther a s chess p l ayers, variation ca l cu l ation w i l l beco m e more and more pa rt of the i r g a mes. V i sual izati o n , i . e . , p l a y i ng the m oves i n side your head, p l ays a l a rg e ro l e in variati o n c al c u lati o n . The younger you sta rt with vis u a l i zati o n , the better you r co m m a n d of t h i s s k i l l w i l l be. Va riation ca l c u l ation takes places in steps : 1.

2.

3.

68

Cand id ate m oves . Before you sta rt c a l c u l a t i n g , you m ust fi rst m a ke a l i st of the moves that need to be considered . Ta l e nted y o u n g pl ayers a re often good at ca l c u l a t i o n , but they d o n 't a l ways know very we l l what they s h o u l d calcu l ate . Th i s i s a matter of experience a n d tra i n i ng o n a l l facets o f chess. The m o re k n owledge a n d u n d e rsta n d i n g y o u have, the better you r fee l i n g w i l l be fo r cru c i a l va riat i o n s . Ca l c u lati n g va riati o n s . Accord i ng t o the c l a ssica l theory of variatio n ca l c u l ation (Alexa n d e r Kotov, a m o n g oth e rs) y o u m u st syste matica l l y calcu late a l l the ca n d i d ate moves t h ro u g h to the e nd . M o de rn theory ( e . g . J o h n N u n n ) re l ativizes t h i s a n d c l a i m s that it can even be very fu ncti o n a l to j u m p to a n d fro between d iffe re nt variati o n s , because t h i n g s you have fo u n d in one va ri ati o n co u l d possi b l y be u sed in a n other. Decisio n - m a ki n g . A t i me-co ntrol of two h o u rs fo r forty moves means that you h ave a n ave rag e of 3 m i n utes per move. Obviously, i n certa i n cru c i a l positions y o u w i l l need t o spend m o re ti m e . B u t th i s ca n n ot be

d o n e too ofte n , otherw i se you w i l l get i nto t i m e -tro u b l e . For a h u m a n p l ayer it is i m poss i b l e t o c a l c u l ate everyth i n g , therefore when you m a ke a decision you m u st p a rtly re l y on y o u r i ntuiti o n . Th ere is a considera b l e a m o u nt o f l ite ratu re o n va ri ation ca l c u l a t i o n , with tips a n d exercise materi a l to tra i n a n d i m p rove t h i s s ki l l . I n N u n n 's book ' Secrets of Practical Chess', the s u bject of va riati o n ca l c ul ati o n is i l l ustrated with sa m p l e g a m e s . Also i nte rest ing i s ' I m p rove Yo u r Chess N o w ' by J o n a t h a n Tisda l l . I n t h e books by Dvorets ky a n d Yusu pov, va riati o n ca lculati o n a l so gets a lot of atte nti on . A good way to tra i n variation c al c ulati o n is by s o l v i n g endgame stu d ies ( see the next p a ra g ra p h ) .

l.to r. Artur Yusupov, Karel van Delft, Jonathan Rowson, Jan Gustafsson, Merijn van Delft, Harmen Jonkman, Lucien van Beek and Victor M i k halevski during a workshop in Karel van Delft's living room.

69

B 3 . 8 E n d g a m e stu d i es

There a re e n d g a m e stu d i es i n a l l sha pes a n d sizes . For practical players, endgame stu d ies that sta rt from a rea l istic position a re the m ost interesting. Such position s can be u sed i n tra i n i n g sessi o n s to exercise va riatio n calcu lation a n d creative th i n ki n g . Th i s tra i n i n g p roce d u re is reco m m ended in the books by Dvoretsky a n d Yu su pov. The you n g D utch g ra n d master D a n i e l Ste l lwagen has taken this ad vi ce to hea rt, and h e has deve l o ped a passi o n fo r endgame stu d i e s . I n 2 003 he even won the D utch S o l v i n g C h a m p i o n s h i p fo r E n d game Stu d ies with an u n p recede nted 1 00 % score . H a ro l d va n d e r Heij d e n , fro m the Dutch city of Deventer, i s very active in the world of e n d g a m e com positi ons, a n d he has g athered the l a rg est co l l ecti o n of e n d g a m e stu d i es i n the worl d , with a ro u n d 7 5 . 0 0 0 of the estim ated tota l of 1 0 0 . 000 p u bl ished stu d ies. This co l l ectio n i s p u b l ished o n C D - R O M , see home . co n cepts . n l/ rv h e 1 6442 . H a ro l d i s a l so a stu d y com poser h i mself, a nd h e s h owed a ty pical exa m p le a s an exercise fo r the partici pa nts of a n S BSA chess festiva l in Apeldoorn i n 20 0 3 . The bea utifu l t h i n g of t h i s stu d y i s that a nyone can solve it.

obviously 1 . g S ? fa i l s to 1 . . fxgS, afte r w h ich Bl ack ca n adva n ce h i s own pawn with check. Neither is 1 . eS? any good, si nce after 1 . . . . fxe S 2 . g S e4 3 . g 6 e 3 4 . g 7 e 2 5 . g8Q e l Q , both sides have a q u een . Th e refore, the sol ution m u st be a move with the ki n g . After 1 . K h 3 ? Kf3 there i s noth i n g better than 2. e S fxeS 3. g S e4 4. g 6 e3 5. g 7 e2 6. g8Q e l Q a n d this i s a l so a d raw. .

.

So eventu a l l y, by e l i m i n ati o n , every solver w i l l end u p p l a y i ng the s u rprising 1 . Kh l ! !

I f Black now p l ays 1 . . . . Ke 3 , Wh ite re pli e s with 2 . eS fxe S 3 . g S a nd the b l a c k k i n g b l ocks i ts own pa w n . And afte r 1 . . . . Kg3 2. e S fxe S 3 . g S , W h ite w i l l pro mote with check. The move 1 . . . . Kf3 lo o ks clever, but after 2 . e S fxeS 3 . gS e4 W h ite s u d d e n l y p l ays 4 . Kg l , sto p p i n g the b l a c k pawn . But what if Black p ro b l e m s and p l ays

denies

all

the

1 . . . . Kfl ?

Then there fo l l ows : H a rold va n der H e ij d e n . Wh ite to p l ay a n d w i n .

Va n d e r Heijden ex p la i n s : ' C l ea rl y the w i n s h o u l d be b ro u g h t o n by a b rea kth ro u g h of t h e wh ite paw n s . But 70

2. e S ! fxeS 3 . g S e4 4. g 6 e3 S. g 7 e2 6 . g8Q e l Q

D raw? N o ! 7 . Qg 2 mate ! '

After Va n d e r Heij d e n h a d d e m o n stra ted this sol u tio n m a n y times to n o n su ccessfu l s o l vers i n Apeldoorn ( w h o had tried a l l poss i b i l ities except l . Kh 1 ) , Art u r Yu su pov wa l ked by. Afte r a bout t e n seco n d s h e said : ' 1 . Kh 1 a n d m ate on g 2 '. E n d g a m e com poser Yocha n a n Afe k h a s p l ayed a ro l e i n the deve l o p m e nt of ch ess cu lture i n Apeldoorn a s a tra i ne r a n d advisor. On the we bsite www . chessvi bes . co m h e has a wee k l y co l u m n w h e re he p resents a n e n d g a m e stu dy. For Ka re l v a n Delft's 50th b i rthday h e com posed the fol l o w i n g stud y :

1 . RaS + !

I n sufficient fo r the w i n i s 1 . Rd S ! ? Q h 5 + ! 2 . Kb4 Q b 5 + ! 3 . Kc3 Qxc6 + 4 . Kd2 Q g 2 + 5 . Kd3 Qf3 + 6 . Kd4 Qf4+ 7 . Kd 5 Qg 5 + S . Kc4 Qc 1 + 9 . Kd5 Qg 5 + 1 0 . Kc6 Qxd S = . 1 . . . . KxaS 2 . fSQ + !

The a l ternatives d o n 't work : 2 . Rh4? Qd 5 + 3. Kb6 QdS+ 4. c7 Qd 6 + 5. Kb5 Qd 5 + = and 2. Bh7? Ka 7 3. fSQ QxfS 4 . RxfS = . 2 . . . . QxfS 3 . e 7 ! Qxe7

3 . . . . QcS 4. Bf7 Ka 7 5. eSQ and 3 . . . Qf5 4 . Bd 5 Ka7 5 . Ra S a l so w i n for Wh ite . 4 . Bd S + ! K a 7 S . RaS + ! KxaS 6. c7+ K a 7 7 . cSN + ! 1 - 0

There i s a D utch cl u b fo r e ndgam e stu d y com posers - se e www. a rves . o rg . Th is cl u b p u b l ishes a n i nternati o n a l m a g a z i n e ca l l ed ' EG '. Issues can be d o w n l oa d ed on www . g a dycosteff. comj egjeg . h t m l Yoc h a n a n Afe k . W h ite to p l a y a n d w i n .

84 Practical play B4. 1 Visiti n g tou rn a m e nts

I f y o u want t o beco me a g o o d chess p l ayer, you m ust p l ay a lot a n d a n a lyse y o u r o w n g a m e s a n d y o u r be h a v i o u r i n th e m . Tou rn a me nts a re good o p port u n ities for g a i n i n g a l ot of experi e n ce . Th e re a re b l itz to u rn a m ents ( five m i n utes t h i n ki n g t i m e p e r p l ayer) , ra p i d to u rn a m ents ( 2 0 o r 2 5 m i n utes) a n d to u rn a me nts where the time-control i s m i n i ma l l y two h o u rs per p l ayer per g a m e . To u rn a m ents a re a n n o u n ced on chess we bsites, fo r i n sta n ce on the sites of national chess federati o n s . Fo r youth p l a yers there a re sepa rate tournaments, b u t ta le nted youth pl ayers often co m pete i n events with a d u lts beca use they m eet stro n g e r resista nce there . Yo uth p l aye rs who want to deve l o p fast s h o u l d not restrict themselves to youth to u rn a ments. It is necess a ry fo r t hem to reg u l a rly play seri o us ga mes 71

with reg u l a r time-contro l s . How m a ny ga mes they pl ay, i s a matter of consultation with th e i r tra i ner. An averag e of one g a m e a week (for exa m ple , i n a cl u b co m petitio n ) is p ro b a b l y the m i n i m u m . Ambitious youth players should, a s a rule, visit tournam e nts w h e re they can w i n at least h a l f of the i r ga mes. This w i l l be sufficient a s a success experi e n ce . Sufferi n g too many defeats will eventu a l l y lead to a cra m ped playing sty l e . Visiting tournam ents a l so has a soci a l a spect. Yo u m eet a va riety of peo p l e a n d it i s fun to visit tou rnaments outside your home town with a g ro u p of c l u b mates o r fri e n d s . B 4 . 2 Time-contro ls

Most p l ayers prefer ' rea l ' chess g a mes, with a m i n i m a l time-co ntro l of two h o u rs per pl ayer. There a re a l so other p l a y i ng tempos, l i ke ra pid a n d bl itz . Then there a re p l ayers w h o have a b a n d o ned a l l board play a n d occupy themselves excl usively with co m p uter chess, correspondence chess, chess pro b lems, or e n d g ame stud ies. Yo u n g c h i l d re n with l ittle experience a re best a d v ised to play sh ort g a mes, tota l l i n g h a lf an h o u r, fo r i n sta nce. They s h o u l d play ga mes with e n o u g h time to th i n k . Yo uth p l ayers do not yet have a l ot to t h i n k a bo ut, so it's no use having them p l a y g a mes that l a st m u ch l o n g e r t h a n the ti m e they w i l l use . H owever, at a certa i n pOint they reach t h e stag e where they sta rt p l a y i n g lo nger g a m es, a n d then they can p a rtici pate in weekend to u rn a m e nts, for i n sta nce. In most six-rou nd weekend to u rn a m e nts in The Netherl a nds, p a rticipa nts a re a l l owed to take o n e bye ( free ro u n d ) . As a ru le o n e ro u n d i s pl ayed o n Friday eve n i ngs, three o n Saturdays and two o n S u ndays. I n Apeldoorn, participa nts a re a l lowed to ta ke two free ro u n d s . This offers the yo u n gest pl ayers the poss i b i l ity to take p a rt i n the to u rna ment without getti ng too ti red . If youth pl ayers q u i c k l y fi n i s h t h e i r g a me i n a weekend to u rn a m e nt, they can a n a l yse with thei r opponent, watch other g a m es , or play b l itz . Of course it w i l l be g reat if an o rg a n i zation can fi nd a stro n g player who is w i l l i n g to a na l yse ga mes with youth pl ayers . B 4 . 3 S u pe rvision d u ring tou rn a m e nts

In com petitio n s a p l aye r m u st perfo rm - he m u st s h ow what he is capable of. Sports psychologist Peter Bl itz c l a i m s that 'to perform is to prese nt', m ea n i n g : you m u st show yo u r tricks. A g a m e d iffers from a tra i n i ng sessi o n i n a n u m ber of respects : there a re i nterests at sta ke, there i s a n opponent, there is a n a u d ie nce watch i n g a n d p l a y i n g t i me is l i m ited . A chess player ca n prepa re fo r g a mes by tra i n i n g a n d by p re p a ri n g fo r specific o p ponents. By eva l u ati ng tech nical ly, but a l so physica l l y a n d m enta l l y h i s g a me experiences in tra i n i ng s a chess player w i l l beco me stro n g e r. It i s a l s o i m p ortant to pay attention to o rg a n ization a l aspects . I t freq uently ha ppens that pl ayers do n o t take possi bl e tra i n del ays o r traffi c-j a m s i nto accou nt, ca u s i n g t h e m t o a rrive l ate fo r a match . I f y o u a re less than one h o u r l ate, you can sti l l p l ay. But you w i l l h ave l ess time to t h i n k a n d the a g itati on caused b y you r late a rrival is b a d fo r y o u r concentrati o n . D u ri n g tra i n i ng s , chess i s a science - d u ri n g matches it's a sport . I n both situations, chess can a l so be a n a rt . I t is necessary fo r tra i ne rs t o o bserve thei r p u p i l s reg u l a rly d u ri n g ga mes a n d tou rnaments . Then they w i l l n otice as pects of their self- m a nag e ment that 72

a re not v i s i b l e o n the scoresh eet of a g a m e , such a s t i m e ma nagement, sitting position, e n e rgy ma nagement and menta l issues. O n some of these issues, a tra i ner w i l l a l ready be a b le to g ive specifi c ad vi ce d u ri ng a tournament. Aspects that req u i re cl oser d i scussi o n a n d exercise can be d i scu ssed d u ri ng tra i n i n g s . I t w i l l sti m u l ate youth p l ayers if a tra i ner vi sits a to u rn a ment with a g ro u p of h i s p u p i l s . A tra i n e r ca n either p l ay there h i m self, or s i m p l y observe hi s p u p i l s . Sometimes a pl ayer gets nervous d u ri n g a to u rn a m e nt - fo r exa m p le, if h e h a s a cha n ce t o w i n it. T h i s may lead t o i n a deq u ate behav i o u r, l i ke wrong open i n g c h o ices, bad time ma n a gement, o r stress. I n such cases it i s i m porta nt that a tra i ner has contact with h i s p l ayers between g a mes a n d g i ves them advice . If the tra i ner is not p resent i n person , h e ca n a l so contact the p l ayers by te lepho n e . Yo uth p l ayer Roe l a n d Pru ijssers fro m Ape l d oorn was o n ce o n e - a n d - a - h a l f poi nt a head o f t h e fi e l d w i t h t h ree rou n d s t o g o at a Dutch U - 1 6 c h a m p i o n s h i p . He very m uch wa nted t o beco m e c h a m p i o n , but h e sta rted t o fea r t h a t a l l sorts of t h i n g s could go w ro ng . D u ri n g the to u rn a m e nt he h a d no conta ct with any tra i ner. Pru ijsse rs d ecided to e m p l oy certa i n va g u e s i d e l i nes i n the open i n g , a nd i n the fi n a l ro u n d h e even m a naged to end u p i n a l ost position with i n twe lve m oves - with wh ite . That yea r h e fa i l ed to beco m e D utch j u n i or cha m p i o n . I n 2008 Roe l a n d ( w h o h a d beco me a n i n ternati o n a l m a ster i n t h e meantime) pl ayed the D utch U - 2 0 ch a m p ionsh i p in Ve n l o . He was 18 years o l d . He was staying i n a cha l et i n a h o l iday resort with h i s c l u b m ates Stefa n K u i pe rs, To m M e u rs a n d Armen H a c h ij a n , w ho a lso p a rtici pated i n t h i s cha m p ionsh i p . M e rij n va n Delft was on the spot a s a coach d u ri n g the entire to u rn a m e nt, a n d stayed i n the h o u se with the boys. Every day the players a n d the i r tra i ne r pre p a red i ntensively fo r g a mes, and i n the even i n gs they a n a l ysed the ga mes that had been p l ayed that d ay. Th is t im e Roel a n d d id beco me D utch cha m p i on . It sti m u l ates youth p l ayers i f d u ri n g to u rn a m e nts, stro n g p l ayers d i scuss participa nts' ga mes and these d i scu ssions ca n be watched by all the p l ayers prese n t . For m any youth p la yers this w i l l be a o n ce- i n - a - l ifeti m e experi e nce. If they p l a y at a sma l l club, t h e y often d o n o t g e t m a ny opport u n ities t o d i scuss g a mes with a n i nternati o n a l m a ster, o r t o be a spectato r at such a n a na l ys i s . B 4 . 4 Prepa ration

To perform o pti m a l l y, a player m u st be wel l - rested , concentrated , m otivated , a n d h e m u st feel good . It i s hel pfu l fo r m a n y chess p l ayers to lo o k forward to a g a m e in a l e i s u re l y way. On the d ay of the match, they have a l e i s u rely b rea kfa st and take care that they a rrive in the playing h a l l in t i m e . Someti mes they take a l i ttle stro l l . D u ri n g to u rn a me nts these activities often fo l low a fixed pattern , wh ich h a s a re l a x i n g effect. The h i g h e r a p l aye r's level , the l a rg er i s the ro le of open i n g pre p a rati o n . In the eve n i n g o r the m o rn i n g before the game, the p l ayer lo o ks at h i s opponent's g a mes a n d p re p a res o p e n i n g variati o n s . Nowadays, with the h e l p of the com puter a n d data bases, you can get an overview of the open i ng variati o n s you r o p ponent pl ays i n a s p l i t seco n d . A u sefu l option i n the d atabase pro g ra m m e Chessbase is to sel ect a l l the g a mes a n d download them i nto a tree d i a g ra m by c l i c k i n g on 'selection to book' with the ri g ht m o u se butto n . This way you can click you r way thro u g h the g a mes, a n d very q u i c k l y l e a rn w h i c h l i nes yo u r opponent p l ays. It 73

is a d v i s a b l e to keep pen a n d p a pe r cl ose at h a n d , a n d to write down the most i m po rta nt g a mes. I n the tree d i a g ra m you ca n n ot see w h e n a certa i n move has been p l ayed for that you m u st retu rn to t he g a m e overview. If you rea l l y want to g o a bout this in a p rofessi o n a l way, you ca n a l so l oo k what yo u r o p ponent p l ays with the oth e r co l o u r, to avoid cOincidenta l l y p reparing a va riation i n w h ich your opponent specia l izes h i m self. A noth e r such ti p is to lo o k up you r o wn g a mes i n t h e database, t o s ee w hat the o p ponent may know a bo ut you . Bes ides pay i n g atte ntion to you r o p po n e nt's open i n g re perto i re , it i s u sefu l to p l a y t h ro u g h a n u m ber of h i s co m p l ete ga mes to get a good idea of your opponent's stro ng and w eak pOi nts. When everyt h i n g has been weig hed up, the p l ayer determines i f h e w i l l use his own re pertoire o r prepa re someth ing new fo r the occasi o n . Help fro m a coach with p repa ration can be very va l u a b l e, espec i a l l y at c h a m p i o n s h i p s . S h o u l d n o g a mes by yo u r opponent be ava i l a ble, then you ca n p re p a re in a g e n e ra l way by re h e a rs i n g k n own o p e n i n g l i nes. H owever, espec i a l l y d u ri ng a tense o r t i ri n g event it m a y be wiser to j u st relax before the game. Another o ption i s a 'warmi n g - u p ' with ta cti ca l exercises. Espec i a l l y if you have n 't pl ayed a ny g a mes fo r a w h i l e , yo u r tact i ca l ski l l has proba bly deteriora ted q u ickly, and then a ta ctical warm i n g - u p is reco m mended . During cha m p i o n s h i ps, y o u n g p l ayers te nd to be ne rvo u s . A l ittle com petition stress is healthy, beca use t h i s hel p s you to focus o n the g a m e . H owever, too much stress w i l l h ave a p a ra l ysing effect . By reg u l a rly paying attenti o n to this d u ri n g tra i n i ng s , at least p a rt of the stress ca n be re moved . I n a g ro u p tra i n i n g , for exa m p le, ex peri e n ces ca n b e i n te rch a n g ed . B y t h i n k i n g befo re h a nd what you a re g o i n g to d o i n certa i n situat i ons, you ca n red u ce stress. 'Angstgeg ner'

A so-ca l l ed ' a n g stg egner' req u i res spec i a l p re p a ratio n before the g a m e . An 'a n gstgeg n e r' is an o p ponent w h o is e q ua l l y stro ng or weaker than you in theory, but whom you h ave re peated l y fa i led to beat. Losi n g a g a i nst a considera b ly weaker player ca n h ave d iffe re nt causes - tec h n i ca l a s we l l a s psycho lo gi cal ones. An opponent with a stro n g pers o n a l ity ca n ca u se a playe r who is su scepti bl e to this to be u n s u re of h i m se l f. H i s p l ay beco mes cra m ped , he ma kes m i sta kes or does not d a re to ta ke his cha nces. Also, a n o p po n e nt may have a p l ay i n g sty le or a n o pe n i n g reperto i re that i s n 't to your ta ste . A player w h o i n terprets such defeats w ro n g l y m a y l ose self-co nfidence, w h ic h , consequently, w i l l cra m p his sty l e on a fo l l ow i n g occa s i o n . As a resul t of t h i s 'se lf-fu lfi l l i n g pro p h ecy' ( i . e . a p roph ecy that you bel ieve i n a s a co nseq u e nce of w h i ch you r own behaviour w i l l b ri n g a bout the sa me effect) h e will l ose the next game a g a i n . By 'force of repetit i o n ' - you keep t h i n k i n g that you j u st can not w i n - you s u bco n scio usy strengthen the i m a g e of an i nv i n c i b l e opponent. Th e first necessa ry condition fo r gett i n g rid of a n ' a n gstgegner' i s to reco gn i ze the pheno m e n o n . U n d e rsta n d i n g is a p rere q u i site fo r goa l - oriented acti o n . Analyse yo u r d efeats a g a i n st y o u r ' a n g stgeg n e r' a s o bjectively a s you c a n a n d try t o fi n d o u t w h a t went w ro n g . A n a l yse defeats b y you r ' a n g stg eg ner' a g a i nst other pl ayers a n d t h i n k of reasons w hy you may be a b le to beat h i m . Th i n k before t h e g a m e h ow you want t o p l ay a g a i nst h i m , a n d what you w i l l do i f h e reacts i n a certa i n way. A necessa ry co ndition fo r w i n n i n g i s t h e bel i ef that you 74

can w i n . By the way, the same conditions a re va l i d w h e n you face theo retica l l y much stro nger p l ayers . B4 . s P l a y i n g g a mes

In fact, w h i l e p l a y i n g a g a m e you have to t h i n k a bo ut a h u g e a m o u nt of things at the s a m e ti m e . It's enough to d rive you crazy. Therefore, the m ost i m portant practical ru l e i s : forget everyt h i n g you 've l earned a n d j u st play a n i ce g a m e . A l l t h e k n owledge you have a cq u i red s h o u l d c o m e t o you s u bco n sciously. Co nsciou s l y try i n g to a pp l y a l l sorts of ( a rtifici a l ) rules w i l l have a contra ry effect. 9 9 % of chess is tactics, so j u st sit d ow n, ca l cu l ate, a n d play yo u r gam e . I n a n opti m u m state of mi nd you w i l l enjoy p l a y i n g a n d yo u r co ncentration w i l l b e g o o d ( see a l so the p a ra g ra p h a bout fl ow ) . At m o ments l i ke t hi s, chess i s a sport . This m e ans that you m u st be practica l , fi ght fo r a l l y o u a re worth , a n d be sports m a n l i k e . Be i n g pra ctical m e a n s that you shou l d not try to p l a y a pe rfect g a m e , as t h i s is v i rtu a l l y i m possi ble . Perfection ism is one of the m ai n causes of time-tro u b l e . D i v i d i ng yo u r tim e we l l is a true a rt w h i ch req u i res a l o t o f p racti ce. I n a sport y o u m u st fi g ht with a l l your m i g ht fo r y o ur c h a n ces. This a l so i nvol ves spo rtsma n s h i p . You n g pl ayers who behave u n sports ma n l i ke d u e to i n ex perience s h o u l d be con Si ste ntly ta ken to ta s k . The sa me goes fo r i n experienced p a re nts who lose si ght of rea l ity in the heat of the batt l e . Th i n k i n g a bout the res u lt of the g a m e o r abo ut the to u rnam e nt ra n k i n g ca n h a v e a very neg ative infl u ence o n co ncentrati o n . A p l ayer s h o u l d focus on looking fo r the best possi b l e move at each t u rn . This w i l l a l l ow him to thi n k co n stru ctively, a n d a l so t o co ntrol h i s n e rves . A p l ayer c a n tra i n o n this aspect, c l a i m s D a n ish g ra n d m a ste r S u n e Berg H a n se n . About p l a y i n g a g a me J o h n N u n n h a s w ritten a n excepti o n a l ly i n structive c h a pter ca l l ed 'At t h e board ', which i s t h e fi rst c h a pte r of h i s classic ' Secrets of Practical Ch ess'. Th i s b o o k c a m e out i n 1 998 a n d had a seco nd edition in 2 0 0 7 , with a l ot of new materi a l a bout the rol e of the computer. N u n n a l s o pays a l ot of atte ntion to a variety of aspects that a re co n n ected with d ecisi o n - m a ki n g a n d variation calcu latio n . The other cha pters a re a bout play in the op en i n g , the m i dd leg a m e and the e ndga m e . B 4 . 6 A n a lysis

D u ri ng a g a m e it i s very i m po rta nt to l ook u po n chess a s a sport : what cou nts is to w i n , a n d in a l i m ited period of t i m e a n u m ber of p ractica l decisions have to be m a d e . H owever, after the g a m e the m om ent a rrives when chess beco mes a sci en ce . The d i scussio n afte r the g a me i s c al led ' a n a l ysi n g ' o r a l s o ' post- morte m '. Analysing yo u r own g a mes i s a c ru c i a l l i n k i n you r chess devel opment. Yo u can lea rn best and q u ickest fro m your own m i stakes . O ne of the reaso ns fo r this is that you have a stro n g e r emoti o n a l i nvolveme nt with your own games. If you l e a rn only o n e thing from every game, you w i l l g o a long way. I n these modern times it is i m porta nt to force you rself to first a n a lyse by y o u rself, and o n l y then use the co m p u ter. This w i l l su bsta nti a l l y i m p rove the lea rn i n g effectiveness . Ana lysis i s the search fo r what co u l d have g o n e better or d i fferently i n a g a m e . U n der the s u rface of the move p l ayed there a re often a n a b u nda nce of poss i b i l ities . 75

This is what m a kes chess so i nteresti n g . S i m ply put, a n a lysis is try i n g out othe r m oves . M a ny m oves force themsel ves u po n y o u a utomatica l l y a n d a re j u st begg i n g to be tested ( d u ri n g the g a m e you ca n o n l y m a ke o n e m ove at a ti m e ! ) , but some m oves co u nter- i ntu itive a re a n d h a rde r to fi n d . The d i scovery of a s u rpri s i n g , creative m ove ca n g i ve you a l ot of satisfactio n . Analysis is m o re fu n when it is do ne tog ether with oth ers . This a l so mea ns that you s h o u l d be open fo r suggesti o n s by oth ers. Many p l ayers a re j u st fu l l of th e i r own i deas, convi n ced that they a re right, a n d u na b l e to l i sten to oth ers . Respect fo r each other i s a n i m porta nt th i n g . Even a re l atively wea k pl ayer ca n suggest a good m ove. l.to.r. Roi Miedema, Merijn van Delft and Roeland Pruijssers. It is good to reg u l a rly a n a lyse yo u r g a mes with a stro ng p l ayer. Th is stro n g e r player wi l l h ave a better u n d e rsta n d i n g , he ' reads' the g a m e better a n d has m o re experience, a n d con seq uently h e w i l l be a b l e to p oi nt out m i sta kes to you that you wou ld not have fo u n d you rse lf. Sta rti n g when h e was twelve years o l d , Merij n va n Delft paid M a rc J o n ke r o n e - h o u r visits every week fo r a co u p le of yea rs to a n a lyse his g a me s . J u st l i ke exerc i s i n g tactics a n d p l a y i n g m a ny g a mes, such a n a l ysis sessions a re i n d is pe n s i b l e for a you n g p l ayer who wa nts to deve l o p . There i s a n u m ber of g o l d e n ru l es with respect to the a n a lysis of you r own g a m es : 1.

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Always a n a lyse with your opponent afte r the g a m e . This i s how Loe k va n We l y beca m e strong : he p l ayed a n awfu l lot, a n d after the g a me he i nv a ri a b l y a n a l ysed with h i s opponent. The a n a lysis i m m e d i ate ly after the g a m e is a l so c al led ' post m o rtem '. You may d ecide to m a ke some notes a l re ad y d u ri n g this a n a lysi s . If you have a good m e m o ry, this is not necessa ry, b ut in that case you m u st re m e m be r to save you r n otes timely, beca u se afte r o n e week you w i l l have forgotten a lot . D u ri n g a tiring to u rn a ment w h e re severa l g a mes a re p l ayed o n o n e d a y, it is wise to l i m i t the a n a lysis to a short d i scussi o n after each g a m e , a n d save your e n e rgy fo r t he n e xt g a m e .

2.

3.

4.

Create a d ata base i n the com p uter fo r savi n g yo u r own gam e s. You can n a m e it 'My g a mes', or ' M e rij n base', o r someth i n g l i ke that. E nter a l l you r g a mes h e re , reg a rd l ess o f the resu lt. Ana lyse a l l yo u r own g a mes. If you have l ittle time, j u st re pro d u ce the fi n d i ngs fro m the post m o rte m , but at least i n d i cate a few critical poi nts . These notes d o n o t h ave t o b e co rrect o r compl ete b y a ny means everyt h i ng that you save i n you r co m p uter w i l l not be lost a n d you can cont i n ue work o n it at a noth e r time. If you h ave m o re ti me, you ca n , of co u rse, m a ke a co m p l ete a n a l ys i s . Yo u can le arn someth i n g of any gam e - win, d raw o r loss . P u b l i s h you r a n a lyses. T h i s is a we l l - known adv i ce fro m fo rm er world c h a m pion M i k h a i l Botv i n n i k . J a n Ti m m a n writes in h is books how he pai n sta ki n g l y fo l l owed this ad vice, a cknowled g i n g the ro le this has pl ayed i n h i s deve l o p m e n t . Some p l ayers d o not p u b l i s h th e i r game a n a lyses, fo r fea r that it will a l l ow t hei r riva ls to pre p a re better for them . Th i s fea r is u nfo u n ded , beca u se the g reatest expert o n your own ga mes w i l l a l ways be you you rself. By p u b l i s h i n g y o ur ga m es you w i l l force yo u rself to reg a rd them m o re critica l ly. If you rea l l y do want to keep a va riation you h ave fo u n d in a c riti cal o pe n i n g positi on secret, then there is an elegant so l u ti on : j ust g i ve the first m ove of the variati o n , for exa m p l e by w riti ng : 'Also critical is 1 6 . h S ! ? '.

As soon as yo u r own a n a l ysis i s sufficiently d eveloped, t u rn o n the computer. You can m a ke a g a m e a n a lysis with the co m p ute r by fo l lowi ng the steps g iven below : 1. 2.

3. 4.

5.

U n ravel the open i n g p h a se of t he g a m e with the hel p of databases, books and a rticles. Fi nd out what the fi rst new m ove i s . A d d a l l t h e co m men ts that y o u have i n y o u r h e a d - t h e vari ations you have t h o u g ht of d u ri n g the g a m e as well a s the variati o n s that have been d i scussed d u ri n g the post m o rte m . P lay t h ro u g h t h e g a m e with a n e n g i n e l i ke Rybka o r Fritz a n d work out va riati o n s . P i n point t h e t u rn i n g - pa i n ts of the g a m e a n d put q u esti o n ma rks i n the right p l ace s . A g a m e a n a lysis s h o u l d be a log ica l w h o l e . I n the sta rti ng position there i s a n a p p roxi mate bala nce betwee n eq ua l ity and a s l i g ht ed g e fo r W h ite, but a s soon a s o n e of the p l ayers m a kes a m i sta ke, this should be refl ected in the a ssessment of the positi o n . Rou n d off. There s h o u l d be a b a l a nce between v ari ations a n d text, the a n a lysis m u st be a ca refu l l y ed i ted w h o l e . Everyth i n g in it m u st have a fu ncti o n - it s h o u l d not be there fo r noth i n g . No i n acc u ra cies, no red u nd a ncies. Writi ng a fu l l y-fl ed g ed game a n a lysis is a n a rt of its ow n .

Apart fro m tec h n ical fa cto rs, psycho l o g i c a l factors a l so p l a y a p a rt d u ri n g a g a m e . It i s u sefu l to try a n d b ri n g these factors to the s u rface i n your a n a lys i s . It is i nteresti ng t o know w h ich m i stakes you h ave m a d e , but it is even more i nterest i n g to know why you m ad e them . There ca n be a l l k i n d s of rea so ns : n e rves, u n de resti mation of the opponent, i n d ecisiven ess, etcetera . Apa rt from the class i ca l way of a n a l ys i n g , it is a l so possi b l e to a n a lyse a g a me with a n 77

a n a lysis q u esti o n n a i re ( see the p a ra g ra p h o n the A n a l ysis Questi o n n a i re ) . Th is may bring to l i g ht ce rta i n new aspects that you have not thought of before . A n i ce p roced u re is p l a y i n g co rres pondence chess. Here , as o p posed to n o rm a l chess, y o u a re a l l owed t o touch t h e p i eces a n d y o u ca n i n vesti gate va ri ations much m ore deeply. The fo l l ow i n g p a ra g ra p h co nta i n s a few exa m p les of g a me a n a l yses. I n a written a n a lysis, certa i n symbols ( o r creative varia nts of th e m ) a re used to assess the m oves : !! !? ?! ? ?? N

exce l l ent m ove good m ove i nteresti ng move d u b i o u s m ove bad m ove blu nder new move

Fo r the assess ment of a positi o n the fo l l o w i n g symbols exist : +-

± � CXl

� ex;

+ =+= -+

w i n n i n g a d va ntage fo r W h ite clea r ad va ntage fo r W h ite s m a l l a d va ntage fo r W h i te e q u a l position u n clea r positi o n ( t h i s ca n be i n terpreted a s l azi ness o n the p a rt of the a n a l yst, but N u n n 's conventi o n i s : ' a co m p l i cated position that is a p p roxi mately eq u a l ') with co u nterp l a y with co m p e n sati o n fo r the sacrificed materi a l s m a l l a dvanta g e fo r B l a c k cl ea r a d va ntage fo r B l a c k w i n n i n g a dvantage fo r B l a c k

T h e t h ree poss i b l e resu lts of the g a m e a re : 1-0 '12- 1/2

0-1

78

W h ite w i n s D ra w Black wins.

B 4 . 7 A n a lysis examples

7 . . . . B g 6 8 . Q e 2 e 6 9 . Ne3

I n the p rev io u s p a ra g ra p h we have ex p l a i ned w hat the a n a lysis of a g a m e enta i l s . Below we g i ve t h ree exa mples of a g a m e a n a lysi s . In a l l three cases, the o ri g i n a l a n a lysis has b e e n kept i ntact. The fi rst o n e i s very extensive, but it g ives a n ice p i cture of a l l the t h i n g s that can be i n cl uded in a n a n a lysis. A rea l chess p l ayer a l so a n a l yses h i s defeats !

9. N bd 2 ! ? 9 . . . . Nf6

Arne M o l l - Tom Botte ma

By tra n sposition we fi nd o u rselves on ' n o rm a l ' N i m zowitsch paths aga i n . W h ite h a s a space advantage, and Black h a s pro b l e m s wi th h i s q ueenside pawns . Sti l l , fo r the m o m ent Bla ck's position i s so li d . He ca n possibly p l ay along the b-fi l e , and Wh ite m u st con t i n u e e ne rg etica l l y.

Dutch tt, 2 7 Nove m ber 2004 Ana lysis : Arne M o l l

10. h4!?

1 . e 4 Ne6

I had m a i n l y p repa red fo r Booij a n d Peek, a n d was s l i g htly s u rprised when I had to p l a y Botte m a . As I h a d n o idea what was h i s custo m a ry re p l y to 1 . e4, I was very p l easantly su rprised when he p l ayed the N i mzowitsch , w h i ch is a fter all an o p e n i n g that i s reg u l a rl y pl ayed at E uwe ( i . e . , the n a m e of M o l l 's chess cl u b at the t i m e ) .

Played by n o n e other than J u l i a n Hod g so n , but perhaps n o t t h e best choice . Stro n g e r was 1 0 . Bg5 ! , which I had pl ayed myself i n a n earli e r ra pid gam e , a s I d i scovered when I checked . Black is i n fo r a ro u g h ri de, fo r exa m p le : 10 . . . . Be7 1 1 . Bxf6 ! Bxf6 1 2 . h4 h 5 1 3 . g 5 Be7 1 4 . 0-0-0 Qb8 1 5 . N d 2 ! ± M o l l - Re b e l , ra pid 1 994, a n d Boj kov i c- M i cic, 1 9 9 0 . 10. . . . hS

2 . Nf3 d 6 3 . d4 B g 4 ? !

4. d5

I w a s g l a d with t h i s m ove . N o w Wh ite g ets a cl osed positi o n, where he can ta rget the wea kness in Black's camp at ease . 10 . . . . h 6 ! ? is what I had ex pected , a n d I did not yet k n ow what I was g o i n g t o play after that.

4. . . . a6 S . Bxe6 bxe6 6 . h3 BhS 7.

1 1. gS Nd7

M o re c i rc u m s pect is 3 . . . . Nf6 . 4. BbS

g4!?

Strictly spea k i n g , a novelty, even th o u g h it l ea d s to tra n spositi o n . The idea to c h a se the b i shop to g6 is known i n this type of positi o n , but not specifi c a l l y he re . A lso poss i b l e is 7 . Nc3, but w i t h this m ove o rd er, proba b l y t he most principled m ove is 7 . c4 !

1 1 . . . . Ng4? 1 2 . N d 2 e5 1 3 . d 5 + fo l l owed b y f2 -f3 . 1 2 . Qe4 ! N

Ag a i n a move that p l eased m e . Wh ite i n creases the p ress u re, a l so prepa ri n g Nc 3 -e2 -f4 i n passi n g , a n d forces Black to m a ke fu rther concess i o n s . Hodgson pl ayed the i m p u lsive 1 2 . d 5 ! ?, and 79

after 1 2 . . . . c5 ( 1 2 . . . . cxd 5 1 3 . exd 5 e5 1 4 . N d 4 N b 8 1 5 . f4 Qe7) 1 3 . e 5 ! ? dxe5 1 4 . dxe6 fxe6 1 5 . Nx e5 Nx e5 1 6 . Q xe 5 Qd 7 B l a c k 's active b i shop p a i r w e ig h e d u p a g a i n st h i s d estroyed pawn structu re , H odgson -Wockenfuss, 1985. 1 2 . . . . es 1 3 . d x e s !

This was my idea . After 1 3 . d 5 N b6 Wh ite h as acco m p l ished noth i n g .

the matter, but a l so the psychologica l s i d e . At this moment I fe lt stronger than eve r : not o nly h a d I be e n u n beaten fo r months, but o n t h i s speci fic day I felt espec i a l l y fit a n d s h a r p . This was i l l ustrated by my m oves : they were a l l t o the point a n d they a l l cam e with a clear t h reat - fo l lo w i n g i n the footsteps of G risch u k . The text m ove a l so fits perfectly i nto W h ite 's p l a n of besieg i n g the b l a c k q u een s i d e . T h e k n i g ht i s p i n ned , m oves l i ke e4-e5 a re h a n g i n g i n t h e a i r, a n d Nd4-c6 is com i n g .

1 3 . . . . Nxes 1 4 . 8e3 ! 1 5 . . . . 8e7 1 6 . N d 4 e s ? !

W h ite conti n ues h i s poi nted p l ay. Bottem a now sa n k i n to deep thoug ht, p resu m a b l y c a l c u l at i ng Bxe4 . H oweve r, I had seen that this was not possi b l e . Therefore, B l a c k m u st retreat fu rther. 14 . . . . N d 7

1 4 . . . . Bxe4? seemed te m pti n g , but i t is wro n g after 1 5 . Nx e4 d 5 1 6 . O - O - O ! with the fo l l owi n g possi b i l ities : 1 6 . . . . dxc4 ( 1 6 . . . . Nxe4 1 7 . Qc6 Ke7 1 8 . g6 ! ± ; 1 6 . . . . Qc8 1 7 . Qc3 ! N xe4 1 8 . Qc6 Ke7 1 9 . c4 ! ± ) 1 7 . Rxd8 Rxd 8 1 8 . Nxc5 ± 1 5 . Qa4!

This m ove came a s a su rprise . I had p re p a red to play a h i g h l y pleasant p ress u re positi o n , but no w things suddenly get m u ch m o re co n crete. I n ci d e nta l ly, this s h o u l d have wo rked out favou ra b ly fo r W h ite, a n d therefore Black co u l d a l so have conti n u ed i n N i mzowitsch sty le with h i s cat-a n d m o u se p l a y : 1 6 . . . . 0 - 0 1 7 . N c 6 Qe8 1 8 . 0 - 0 - 0 was what I h a d expected . W h ite has a very p l easant positi o n, as beco mes cl ea r i f Black tries to force matte rs : 18 . . . . Ne 5 ( 1 8 . . . . N b6 1 9 . N xe 7 Qxe7 20 . Bxb6 cxb6 2 1 . Qb4 ± ) 1 9 . N xe 5 ! ( 1 9 . N xe 7 ? ! Qxe7 20 . f4 Ng 4 ) 1 9 . . . . Qxa4 ( 1 9 . . . . dxe5 20 . Rd7 o r 20. Qc4) 20 . Nxa4 d xe 5 2 1 . Bc5 ! ± 1 7 . Ne6 Q b 6

Better was 17 . . . . Qc7 . 1 8 . 0 - 0 - 0 Re8

What else? 19. Nxe7?

It looks a l i ttle stra n g e to g i ve exclamation m a rks to W h ite's l a st fo u r m oves . H owever, they d o not o n l y serve t o i n d icate t h e tech n i ca l s i d e of 80

Only now, d u ri n g a n a lysis, d o I see that t h i s m ove, which I have long condem ned a s wro n g , may not be so bad . For a lo ng ti m e I t h o u g ht that this was the i ntro d u ction to an i n correct

sacrificial co m b i nation , but j u st a s Fritz someti mes bri n g s h u m i l i at i ng b l u nders to l i g ht, i t can a l so someti mes l a y b a re a m a z i n g a ttacking twists - such as here . Yet, I ca n n ot avoid g i v i n g this move a q uesti o n m a rk, s i n ce with it Wh ite u n necessa ri l y ma kes t h i n g s extremely h a rd fo r h i m self. W h ite co u l d h a ve crowned h i s positio n a l p ressu re p l ay m u ch m o re easi l y with the beautiful move 19. Ne5 ! ! , tota l l y destroy i n g Black's pawn structu re , fo r exa m p l e : 1 9 . . . . Rc7 ( 1 9 . . . . Rd 8 2 0 . N c4 ( 2 0 . N xg 6 ! ? fxg 6 2 1 . Qc4) 2 0 . . . . Qb4 ( 20 . . . . Qc7 2 1 . Qxa6) 2 1 . Nxd6 Bxd 6 22. Rxd6 Qxa4 23. N xa 4 Bxe4 24. Rhd 1 etc . ) 20 . Nxg6 ( 2 0 . N c4 ! ? Qc6 2 1 . f3 ! ± a n d B lac k i s tota l l y restricted , whereas a l l h is wea k nesses re m a i n ) 20 . . . . fxg 6 2 1 . Qc4 ±

Th e ri g ht m ove, but n ot fo r the reasons I had in m i n d , a s we w i l l see . Sti l l , maybe someth i n g l i ke ' i ntuition' exists after a l l - w h o kn ows? In any case, n ow the wh ite attac k i n d eed tu rns out to be stro n g e n o u g h fo r at least a d raw, but the va ri ation co m p l exes a re so extre m e l y co m p l i cated that a ny clever tri ck ca n t u rn the ta b l es i m med iately. After the q u iet 2 1 . b3? Qb4 ! Black has a l l the cha nces, for exa m p l e : 2 2 . Qxa 6 Rb6 2 3 . Qd 3 Ra8iii ; 2 1 . Qa 3 Qb4 ! 2 1 . . . . Q x b 2 + 2 2 . Kd 2 N e S !

19 . . . . Kxe7 20. f4

Wh ite is b u rn i n g h i s b ri d ges be h i n d h i m . Safer w a s 2 0 . Bf4 ! ? - w h i c h I h a d n 't l o o ked at - 2 0 . . . . Rc6 2 1 . Rh e 1 N e 5 ( 2 1 . . . . Rb8 2 2 . N d 5 ! exd 5 2 3 . Qxc6 ! Qxb2 2 4 . Kd2 Qd4 2 5 . Ke 2 Qc4 2 6 . Kf3 Bxe4 2 7 . Kg 3 + - ) 2 2 . Bxe5 ( Fritz g i ves the s h a rp 22. Rxd 6 ! ? here : 22 . . . Kxd 6 ! ( 2 2 . . . . Rxd6 2 3 . Bxe5 Rd7 24 . Bxg7 Rb8 2 5 . Bf6 Ke8 2 6 . b3;!; a n d I p refe r W h i te here, even if i t is not as clear a s Fritz t h i n ks ) 2 3 . Rd 1 ( 2 3 . Bxe 5 ? Kxe5 24 . Rd 1 c4 does n 1 work for W h ite ) 2 3 . . . . Ke7 24 . Bxe5 f6 2 5 . g xf6 g xf6 2 6 . Bf4 with a n u nclea r posit i on ) 2 2 . . . . dxe5 2 3 . f4 ! a n d perh a ps W h ite i s sti l l better, a l t h o u g h I ' m n ot s o s u re of i t . 2 0. . . . R b 8 !

D u ri n g the game I thought this was the losing move, but in fact it is B l a c k 's only c h a n c e . After other m oves he wi l l si m p l y be crus h ed . 2 1 . fS !

The o n l y move, but I thought I had a l ready seen the ' refutatio n '. 22. . . . exf5? 2 3 . Rb 1 + - ; 2 2 . . . . Nb6 ? 2 3 . Qxa 6 ; 2 2 . . . . Rb4 2 3 . Qxa6 Ne 5 24. fxg 6 ! ! See the co m m ent after m ove 23. 2 3 . f6 + ??

U h , o h ! This is the beg i n n i n g of a fata m org a n a that was to v i ctim i ze the entire p l a y i n g ve n u e . I thought I had ca l c u l a ted everyt h i n g bri l l ia n tl y : this i nte rmed i ate check forces the bl ack king to the f-fi l e , afte r which I play my roo k to f1 with tempo, preve nti ng Nf3 + at the sa m e t i m e . W hat both players h a d n 't seen i s that Black actu a l ly doesn't need Nf3+ at a l l . Co rrect was the s i m p l e yet ho rri bly co m p l icated 2 3 . fxg 6 ! , wh ich I had tu rned down i n view of 2 3 . . . . Rb4 ( 2 3 . . . . Nf3 ? 2 4. 81

Ke2 Qxc3 2 5 . Qxa6 ! + - a n d d 6 fa l l s ; 2 3 . . . . fxg 6 2 4 . a 3 ! ) 24 . Qxa6 N c4 ( 2 4 . . . . Nf3 2 5 . Ke2 N d 4 2 6 . Bxd4 cxd4 2 7 . Qa 7 + - ) a n d t h i s seemed t o me t o be too risky fo r W h ite . H owever, I h a d m i ssed t h a t W h ite now a l s o t h reate n s Qa 7 + a n d xf7 . Th i s m a kes the positi o n s o co m p l i cated that I n o w p resent the below va ri ations in the h o pe that the rea d e r can add h i s ow n fi n d i n g s to th e m . My tentative concl u s i o n is that the position ca n be h e l d . . . by both players . 2 5 . Ke 2 ! The co rrect way to play fo r a w i n . Now we get two va riation co m p l exes : Variation A : 2 5 . . . . Qxc2 2 6 . Bd2 ( 2 6 . Rd 2? Qxc 3 ) 2 6 . . . . N x d 2 A fa sc i nat i ng positi o n , which h a s cost m e m a n y a n h ou r's work. I n it i a l l y, I t h o u g h t that Black can n o w d raw with the tri ck Rxe4 + , but then I rea l ized that W h ite can sti l l p l a y fo r a w i n by g i v i ng two i nterm e d iate checks. The va riati o n s a re t o o nice n o t t o s h ow - h o pefu l l y the rea d e r w i l l forg ive m e fo r t h i s sma l l sid estep : 2 7 . Qa 7 ! T h e i d e a i s to protect c 3 , a n d w e w i l l soon see why t h i s i s n ecessa ry ( n ot the d i rect 2 7 . Rxd2 Rxe4 2 8 . Kf3 , as now B l a c k h a s t h e p retty 28 . . . . Rf4 ! ! ( 28 . . . . Qxd2 2 9 . N xe4 + - ) 29 . K g 3 ( 2 9 . Kxf4? Qxd 2 - + ; 2 9 . Ke 3 ? is i m poss i b l e now i n view o f 2 9 . . . . Qxc3 - here w e see w hy it is u sefu l fo r W h ite to p rotect c3 ! ) 29 . . . . Rg4 3 0 . K h 3 Qxd 2 a n d W h ite has to g ive pe rpetua l check ) . 27 . . . . Kd8 ! Now this is the right sq u a re . 2 8 . Qa 5 ! The id ea beco m es c l e a r. 28 . . . . Kd 7 ! O r a l so to c8 ( i n a ny case the king can not go to e8, since then W h ite wins beautifu l l y : 2 8 . . . . Ke8 ? 2 9 . Rxd2 Rxe4 30. Kf3 ! Rf4 ! ( 3 0 . . . . Qxd2 3 1 . Qb 5 + - ) a n d n o w : 3 1 . Ke3 ! ! a nd c3 is p rotected, therefore W h ite w i n s ! ) . 2 9 . Rxd2 Qxc3 ! Now this i s n ecessa ry. ( a g a i n , bad was 29 . . . . Rxe4 3 0 . Kf3 ! Rf4 3 1 . Ke3 ! ! + - ) 3 0 . Qa 7 Kc6 3 1 . Qa6 Kc7 3 2 . Qxd6 K b 7 a n d it l ooks a s i f 82

W h ite ca n not m a ke a ny pro gress, alth o u g h he ca n keep try i n g with, fo r i n sta n ce : 3 3 . Qf4 ! ? Rb2 ! 3 4 . Rhd l ! ? ( 34 . gxf7 Qc4 3 5 . Kf3 Qc3 = ) 3 4 . . . . fxg 6 3 5 . Rxb2 Qxb2 3 6 . Rd 2 Qb5 3 7 . Kf2 u nc l e a r. Variation B : 2 5 . . . . Qxc3 ! ? I t h i n k that this i s the safest way for B l a c k . By the way, afte r 2 6 . Qa 7 ( 2 6 . Rd 3 Qxc2 2 7 . B d 2 Rd 8 ! ) he w o u l d have t o fi nd the b ri l l i a nt 2 6 . . . . Ke8 ! ! (26 . . . . Kd8 27. Qxc5 ! ( 2 7 . Bxc5 Qxc2 2 8 . Kf3 Rb2+) 2 7 . . . . Qxc2 28. Kf3 d5 29. Rxd 5 ! exd 5 3 0 . Qxd 5 Kc8 3 1 . Qc5 Kd7 3 2 . Qxb4 + - ) 2 7 . Qxf7 ( 2 7 . gxf7? Kf8 ) 2 7 . . . . Kd8 2 8 . Rd 3 ! Qxc2 2 9 . Bd2 a nd now a n other pretty tri ck : 29 . . . . Qxd 3 ! ( 2 9 . . . . Re8 3 0 . Qxg 7 ) 3 0 . Kxd3 Ne5 3 1 . Ke3 Nxf7 3 2 . Bxb4 N e 5 (32 . . . . cxb4? 3 3 . gxf7 g 6 3 4 . Kd4 + - ) 3 3 . Bc3 N x g 6 34. Bxg7 Rg 8 with a c o m p l i cated e n d g a m e . Both si des have their tru m ps a n d the i r so u rces of wo rry - c h a n ces a re pro b a b l y a bo ut eq u a l . 2 3 . . . . g xf6 24. g xf6 Kxf6

24 . . . . Kf8 2 5 . Rb l + - ; 24 . . . . Kd8 2 5 . Rb l + 2 5 . Rhfl K g 7 2 6 . R b 1

Pl ayed w i t h fu l l confi dence, a n d here I l eft the boa rd to take a w a l k . So I was g o i n g to w i n , a n d a p p a rently my o p po n e nt tho ught the sa m e , for when I retu rned he had pl ayed : 26 . . . . Rb4??

The ex pected m ove . W h i te re m a i n s a p i ece u p . Not u nti l the next day d i d it s i n k i n to u s a l l that we h a d co l lectively m i ssed a s i m p l e trick . Qu i te s i m p l e - if o n l y you see it! - was : 2 6 . . . . Qa 3 ! ! , after wh ich Black s i m p ly re m a i n s two pawns u p . There a re no va riat i o n s . Terri b l e .

2 7 . Rxb2 Nc4 + !

3 0 . Rg 1

Th is i nte rmedi ate move confused me . I h a d n 't seen it ! N ow I ca n n ot go to d 3 with m y k i n g , a s then b2 fa l l s w ith check ! I now saw that I co u l d go to e2, but then pawn c2 m i g ht fa l l p rey to the b l ac k b i s ho p ( w h i c h wo u ld ca ptu re o n e 4 first) . Therefore, I pl ayed my k i n g i m p u lsively t o t h e o n l y other sq u a re where it protected c2, com p l ete l y forgetti n g t h at m y b i shop o n e3 rem a i ned u n p rotected now. 27. . . . Rxa4 2 8 . N xa4 Nc4+ 2 9 . Kd3 N x b 2 + 3 0 . N x b 2 d 5 3 1 . Bxc5 + -

Another possi b i l ity was 3 0 . Re l Nc4 3 1 . Rb3 with a n u nclea r positi o n . 30 . . . . N c4 3 1 . Rb7

3 1 . Rb3 ! ? 3 1 . . . . Kf6 3 2 . N b6

Exch a n g i n g k n i g hts lo o ked l i ke the co rrect decisi o n , b ut now it seems to me that t h i s exc h a n g e favou rs Black : h i s k i n g c a n beco m e active more q u i ck l y. H owever, 3 2 . Nc3 Ke 5 was n 't a bed of roses fo r W h i te either. 3 2. . . . Nxb6!

The r i g h t decision . Tru e, W h ite now w i n s back a pawn, but Black re m a i n s the m o re a ctive. 3 2 . . . . N e 5 ? ! 3 3 . Nd7 N x d 7 3 4 . Rxd7 favo u rs W h ite, s i n ce the b l a c k pawn fro nt w i l l be a n n i h i l ated ; 32 . . . . N e 3 3 3 . N d 7 Kg7 3 4 . e 5 ! 3 3 . Rxb6 Rd8 ! 28. K c 1 ? ?

2 8. Ke2 Rxa4 2 9 . Nxa4 N x b 2 30. N x b 2 Bxe4 3 1 . Nc4 ! Bxc2 3 2 . N xd 6 + - w i n s easi l y fo r W h ite, especi a l l y s i n ce h e w i l l e a t u p a l l t h e q u eenside pawns . I t is u n bel ieva ble t h a t I d i d n 't g o fo r t h i s , b u t m a y b e this g a m e h a d sapped too much of my energ y a l ready. 28 . . . . Rxa4 2 9 . Nxa4 Nxe3 !

Of cou rse . Now it's a co m p l etely d iffe re nt sto ry. The black centre is d a n g e ro us , and W h ite's p i eces a re off si d e . S u d d e n l y the position is h i g h l y u n clear, a nd I wo u l d n 't b e su rprised if Black is a l ready better here . I n a n y case Bottem a d isp layed fl aw less tech n i q u e from h e re o n .

3 3 . . . . Ke 5 3 4 . Rg 5 3 4 . Rg S ! ?

W h ite wa nts t o h ave two passed roo k p aw ns , but u n fo rtu n ate ly these can not be set in m oti o n q u ickly e n o u g h . There were m o re i m po rtant thi ngs to attend to fi rst : the m a rch of the centra l bl ack pawns, s u p p o rted by their king, w i l l be fa st . I n cidental ly, i t w a s do u btful w heth er there was a nyth i n g better for W h ite . 34 . . . . Bxe4 3 S . Rx h S d S ! 3 6 . Rxa6 Rg8

N ow Black is very a ctive. Nevertheless, h ere I sti l l thoug ht that I o ught to be better with co rrect p l ay. Those two 83

passed pawns . . . but the w h i te rook s do n ot coord i nate at a l l a n d the b l a c k pieces a re m u c h better positi o ned .

Rb6 5 2 . Ka i ( 5 2 . Kci Rf6 - + ) 5 2 . . . . Bxc2 ! 5 3 . Rxc2 Rxh6 5 4 . Rxfl Rh i 5 5 . Ka 2 e 4 5 6 . Kb3 Rb i 5 7 . K a 2 Rb6 and B l a c k should w i n .

3 7 . Ra3 c4 3 8 . Rg 5 ! ? 4 2 . . . . dxc3 4 3 . Rxc3 B d 3 44. a 3 ! ?

Black bei n g i n s l i g h t time-tro u b l e , I tried to confro nt h i m with a d iffi c ult ch oi c e . But obviously he d oes not exch a n ge roo ks . 38 . . . . R h 8 !

38 . . . . Rxg 5 ? 39. hxg5+ Kxg 5 40. Rc3 ! a n d o n l y W h ite c a n p l a y for a wi n . 3 9 . R h 3 Bf5 !

Solid a n d stro n g . B l a c k p l ays the ending exce l lently. 3 9 . . . . Rxh4? i s w h a t Fritz wa nts t o p l a y, b u t afte r 40 . Rxh4 Kxg5 4 1 . R h 8 ! t he w h ite a - pa w n is very d a n g e ro u s .

I n order t o b e a b l e t o p l a y t h e king to d2. Th e i m med iate m a rch of the h - pa w n w o u l d a l so end badly, for exa m pl e : 44 . h 5 Ke5 4 5 . Kd 1 ( I h a d n 't seen this poss i b i l ity, by the way) 4 5 . . . . Kd4 ! ? ( 4 5 . . . . f 5 4 6 . h 6 K d 4 4 7 . Rc i f4 l oo ks good fo r B l a c k a s we l l ) 46 . Rc i e5 ( 46 . . . . c3 4 7 . h 6 e5 4 8 . Rh4 e4 49 . h 7 R h 8 5 0 . a4 f5 5 1 . a s f4 ) 47 . Rh4 e 4 4 8 . h 6 f5 4 9 . h 7 Rh8 50 . a4 f4- + 4 4 . . . . Ke5 4 5 . Kd 2 Kd4 ? !

M o re conv i n c i n g was 4 5 . Kd i Kd4 47 . Rci c3 - + .

Rb8 ! 46 .

4 6 . Rf2 ? ! 40. Rh2 d4

W h ite has mad e no p rog ress wh atsoever with h i s pawns, h i s k i n g positi on is sti l l ba d , a n d the b l a c k pawns a re sta rti ng t o beco m e m e n a ci n g . I t i s clear t h a t somet h i n g h a s g one w rong .

After t h i s m ove the g a m e is lost. M o re te n a c i o u s was 4 6 . R h 3 , i nte n d i n g to ta ke twice o n d 3 , b u t obviously Black would not a l low t h i s : 46 . . . . Be4 ! 4 7 . h 5 f 5 4 8 . h 6 f4 a n d B l a c k s h o u l d w i n . 4 6 . . . . f5 4 7 . Rf4 + Ke5 !

4 1 . Rg 3 Ra8

4 1 . . . . c3 ! ?

Also here , Black chooses the co rrect p l a n . H i s k i n g goes back to f6 a n d then h e m e rri l y sta rts rol l i n g h i s pawns.

4 2 . c3 4 8 . K e 3 Kf6 ! 49. Rf2 e 5 5 0 . h 5 f4 +

This a p pea rs to fav o u r W h i te , but t h i s re m a i n s t o be see n . A nother poss i b i l ity was 4 2 . Kb2 Rb8 (42 . . . . c3 4 3 . K b 3 e 5 44 . Rf2 ) 43. Ka i ( 4 3 . Kci c 3 ) 4 3 . . . . c3 1 a n d Black seem s to w i n afte r a l l , see : 44 . h 5 Rb2 4 5 . Rg g 2 ! ? ( 4 5 . h6 Rxc2 ( 4 5 . . . . B h 7 4 6 . Rf3 Ke7 4 7 . Rhf2 ! ) 4 6 . Rxc2 Bxc2 4 7 . a4 Be4 4 8 . a s d 3 - + ) 45 . . . . e 5 4 6 . h 6 B h7 a n d now, fo r exa m p l e : 4 7 . a4 Ke6 4 8 . a s K d 5 4 9 . a 6 R b 6 5 0 . Rg 7 Rxa6 5 1 . K b i 84

5 1 . K d 2 Kf5

O n l y here d i d I rea l ize that fo r the first ti m e in m o re than a year I was g o i n g to sco re a ze ro i n the tea m co m petiti o n . Fort u n ate ly, m y tea m h a d a l ready won the m atch . 5 2 . h 6 e4 5 3 . R h 2 e 3 + 5 4 . K e l f3

A sorry s i g h t . The b l a c k pawns w i l l

rea c h the other side, w h e reas the white ones a re nowhere to be see n . To ease t h e p a i n I pl ayed o n fo r a bit, a g a i nst my bette r j u d g ment, of co u rse.

with it a g a i n st J a d o u l . Th i s time I was bette r pre p a red .

55.

1 0 . b4 a x b4 1 1 . a x b4 e4 1 2 . dxe4 N xe4 1 3 . N xe4 Rxe4 is comfo rta ble for B l a c k . M o re a ccu racy is needed after 1 0 . N d 2 , a n d no w :

Rxd 3

cxd 3

56.

h7

Rb8

57.

R h 5 + Kg4

And W h ite resig ned . A te nse, i n structive, a n d , a bove a l l , d iffi cult game! 0-1

Analysing yo u r o w n g a m es i s a l ways usefu l . Yo u ca n l e a rn co n crete t h i n g s as we l l as d raw g e n e ra l l essons from it. Often it ta kes a l ittl e t i me before you can u se these new i n s i g hts. I n 200 1 , M e rij n v an Delft suffered a painfu l l y q u ick d efeat at the h a n d s o f the Be l g i a n m a ster M i c hel J a d o u l . Extensive a n a lysis sh owed what h a d gone wro n g . N ot u ntil two years l ate r d i d the s a m e open i n g rea p pear o n the board, and fi n a l l y Merij n was a b l e to use h i s new knowled g e : G M D o r i a n Rogoze n ko

10. Bg5

a ) 1 0 . . . . Be6? 1 1 . N d 5 ! g i ves Wh ite a p leasant adva ntag e as Black w i l l no l o n g e r get i n d 5 : 1 1 . . . . h6 1 2 . b4 axb4 1 3 . a x b4 Rb8 1 4 . b 5 Ne 7 1 5 . Q b 3 ! Kee p i n g t h e b i n d . 1 5 . . . . Nf5 1 6 . e 3 N d 7 1 7 . Q c 2 N e 7 1 8 . Ba 3 Nf6 1 9 . Qb3 Q d 7 20. b6 ! W h ite b re a ks t h ro ug h . 20. . . . c6 2 1 . N xf6 Bxf6 2 2 . Bxd6 Ra8 2 3 . Q c 3 N c 8 2 4 . N e 4 Bg7 2 5 . Bxe5 1 -0 , J a d o u l -Va n De lft, The Netherl a nds tt 2 00 1 ; b ) 1 0 . . . . Nd4 ! 1 1 . e 3 Ne6 1 2 . b4 axb4 1 3 . a x b4 c6 Now Black m a i nta i ns a d y n a m i c pawn struct u re . 1 4 . Nf3 Bd7 1 5 . Qc2 Qc7 1 6 . Bb2 h5 1 7 . Ra 1 Rxa 1 1 8 . Rxa 1 d 5 ! ? 1 9 . Nx e 5 d 4 20 . Nxd7 Qxd7 2 1 . Nd 1 d xe 3 22. Nxe3 '12 - 112 G u revich - S h i rov, New Del h i 2000 .

M e rij n va n Delft

H a m b u rg , 7 J u n e 2 0 0 3 Analysis : M e rij n va n Delft

1 0 . . . . h 6 1 1 . Bxf6 Bxf6 1 2 . b4 a x b4

1 . c4 Nf6 2 . N c 3 g 6 3 . Nf3 Bg 7 4 .

Th is m ove i s t o o s l o w . The attacking scheme that I use in this g a me is k n ow n fro m the fo l lo w i n g g a m e : 1 5 . N d 2 ? e4 ! 1 6 . Qc2 ( if 1 6 . N cxe4? f5 a n d t h e k n i g ht can n ot g o b a c k ) 1 6 . . . . e3 ! 1 7 . fxe 3 N f5 1 8 . N d 1 h 5 1 9 . Rxf5 gxf5 2 0 . Nfl h4 with a d va ntag e to Black, Va g a n i a n - La utier, M a n i la 1990. Better is 1 5 . Qc2 or 1 5 . Q b 3 .

g 3 0 - 0 5 . Bg 2 d 6 6 . 0 - 0 N c 6

An i m porta nt n u a nce. After 6 . . . . e5 7 . d 4 ! I would have been forced t o p l ay t h e l i n e with 7 . . . . N b d 7 . 7. d3

After this move W h ite ca n n o l o n g e r h o pe fo r a n open i n g advanta g e ; 7 . d 4 . 7 . . . . e 5 8 . R b l a 5 9 . a 3 Re8

Althou g h t his va riation is known to be eq u a l , in 200 1 I suffered a pai nfu l l oss

1 3 . a x b4 B g 7 1 4 . b5 N e 7 1 5 . N e l ?

15. ... c6 16. Nc2 d5!N

O n two occasi o ns, A ko p i a n d i d not get m o re t h a n a d raw with 16 . . . . Be6 1 7 . N b4 Q d 7 .

85

Artur Yusupov and Roeland Pruijssers during Youth Meets Masters. (photo www.fredlucas.eu)

1 7 . N b4?

Co nsistent, but bad . W h ite s h o u l d a l ready h a v e o pted fo r a modest set up with 1 7 . bxc6 bxc6 l S . cxd 5 cxd 5 1 9 . Qd2 ( 1 9 . d4 Bf5 ) , after w h ich Black keeps the better of the play with 1 9 . . . . Bf5

Bxe3 3 1 . Kg2 QxcS, W h ite can sti l l fi g ht. T h e text m ove l oses at once. 26 . . . . B d 4 + 2 7 . K h l N xg 3 !

Not a d iffi c u l t concl u d i n g move, b u t a p retty o n e . 0-1

17 . . . . e4

The w h ite b is h o p h as to sta n d by hel plessly w h i l e the l ong d i a g o n a l is occu pied by b l a c k p aw ns.

T h e fo l lo wi ng atta c k i n g g a m e bro u g ht Roe l a n d Pruijssers we l l o n h i s way to h i s Dutch U - 2 0 titl e : 1 M Roe l a n d P r u ij sse rs

lS. Qb3 Be6!

Black keep s the ten s i o n , after w h ich W h ite i s the o n e w h o has to b u d g e .

R o i M i ed e m a

Ve n l o, 3 0 Apri l 200S Ana lysis : Roe l a n d P ru ij ssers 1 . e4 e 6 2 . d 4 d S 3 . N c3 B b 4 4 . e S N e 7

19. cxdS

S . a 3 B x c 3 + 6 . bxc3 cS 7 . Qg4 0 - 0 S . Bd 3 N bc6 9 . Q h S N g 6 1 0 . Nf3 Q c 7

1 9 . d xe4 dxc4 i s very good fo r B l a c k .

1 1 . Be 3

c4

1 2 . Bx g 6

fxg 6

1 3 .Qg4

Qf7 1 4 . N g S QeS l S . h 4 N e 7 1 6 .Qe2 19 . . . . cxd 5 20. Na4 Q d 6 2 1 . Rfc l

b5N 1 7.g4 Bd7!? lS.hS

RecS 2 2 . RxcS RxcS 2 3 . Qd l

and l S . Kd 2 ! ? a re Alternatives l S . N h 3 ! ? The i d e a i s t o fi rst p u t a k n i g ht o n f4 a n d o n l y t h e n p l a y h 5 . However, I h a d d o n e this myself once, and in the g a m e Pru ijssers G ri g o rya n , World U - 1 S c h a m pionsh i p, Ke mer 2007, it seemed too slow. lS. . .gxh5

23 . . . . e 3 !

Th is t h e matic sacri fi ce is m ad e precisely a t a moment w h e n the w h i te k n i g hts a re h o pe lessly out of p l ay. 24. fxe3 N f5 25. Qd2 h 5 2 6 . e4

After 2 6 . N x d 5 Bxd5 2 7 . Bxd 5 Qxd 5 2 S. N b6 Qc5 2 9 . N xcS B h6 3 0 . Qb4

l S . . . h 6 1 9 . N h 3 g 5 l oo ks l i ke t h e best sol ution fo r B l a c k . H owever, Wh ite h a s 20 . f4t a n d even t h o u g h Black can d efe nd te n a c i o u sly, it l oo ks a s if the w h ite attac k w i l l crash t h ro u g h fi rst. 1 9 . Rx h 5 h6 2 0 . N h 3 Q g 6 ! ?

A new i d ea b y m y opponent. H owever, it l oo ks too slow. 20 . . . Qf7 ! ? 2 1 . Nf4 N g 6 ! ( 2 1 . . . a 5 2 2 . Kd 2 b4 2 3 . Rg 1 ) 2 2 . Nxg6 Qxg6, with the fo llowing poss i b i l i ties : 87

a ) 2 3 . 0-0-0 b4 ! ? 2 4 . cxb4 a 5�

2 8 . . . Qf8 2 9 . B x h 6 B x g 6 3 0 . R h g 5 ?

b) 2 3 . R h 3 ! ? a s ( 2 3 . . . Be8 24 . 0 - 0 - 0 ) 24.g5 c) 2 3 . g 5 Be8 2 4. Rh4 h 5 2 5 . 0 - 0 - 0 Qf7 26 . Rd h l Qf3 = 2 1 . Nf4 Qe4 2 2 . f3 Q h 7 2 3 . Kd 2

2 3 . Rh3 ! ? a s 24 . N h 5 ± 23 . . . a 5 24. Rg 1 ?

24 . g 5 ! b 4 2 5 . g x h 6 g 6 ( 2 5 . . . g x h 6 26 . Rg l Kf7 2 7 . N xe6 ! ) 26 . Rg 5 24 . . . b4?

24 . . . N g 6 ! 2 5 . N h 3 b4 2 6 . g 5 Rf5 ! 2 5 . g 5 Rxf4 2 6 . Bxf4

Th is tu rned out to be a l l preparation by the black p l ayer. 26 . . . Qf5 2 7 . Q h 2

27 . Be3 ! ? 27 . . . Be8!

27 . . . b 3 ! ? 2 8 . g x h 6 ( 28 . Kc l ! ?) 28 . . . Qxc2 29 . Ke l ! Q b l ( 29 . . . Qxc3 3 0 . Bd 2 ! ) 3 0 . Kf2 Qc2 3 1 . Kg 3 Nf5 3 2 . Kg4 Be8 3 3 . Rh 3 g x h 6 3 4 . Qxc2 bxc2 3 5 . Rh 2 Ba4 3 6 . Bx h 6 ± 28.g6!

28 . gxh6? Q x h 5 2 9 . Rxg7 Kf8 3 0 . Qx h 5 Bxh5 3 1 . Bg 5 Nf5 ! ( 3 1 . . . N g 6 3 2 . Bf6 ! ) 3 2 . Rb7 Bg 6 ! 3 3 . h 7 Bx h 7 3 4 . Rx h 7 Kg8 3 5 . R h l bxa3=t

88

3 0 . R h 3 ! gxh6 3 1 . Rx h 6 Qg7 ( 3 1 . . . bxc3 3 2 . Kxc3 Kf7 3 3 . Qh4�) 3 2 . Q h 3 ! ( 32 . Qh4 Kf7 ) 3 2 . . . Ra 6 3 3 . cxb4 ( 3 3 . Q h 4 ? ! Ra 7 ! 3 4 . Q h 3 Ra 6 = ) 3 3 . . . c3 3 4 . Kxc3 Rc6 3 5 . Kd 2 a x b4 3 6 . a xb4 Rxc2 3 7 . Kd l Rc6 3 8 . Rg4± Black is a l m ost i n z ugzwa n g ; 3 0 . Rxg6 N x g 6 3 1 . Rg 5 Kh7 ! 30 . . . Qf7?

30 . . . Qxf3 ! 3 1 . Kc l ! ( 3 1 . R5 g 3 Qf5 3 2 . Kc l bxa 3 ! 3 3 . Rg 5 Qf7 34 . K b l Rb8�) 3 1 . . . Qxc3 3 2 . Rxg6 Qa l 3 3 . Kd2 Qxd4 34 . Kc l Qa l = 3 1 . Rxg 6 ! N x g 6 3 2 . Q h 5 Qf5 3 3 . Rg 5 !

And W h ite w i ns easi ly. 3 3 . Qxf5 ! ? exf5 3 4. Rxg 6 K h 7 3 5 . Rx g 7 Kx h6 3 6 . Rg l bxa3 3 7 . Ke 3 wou l d sti l l g i ve Wh ite w i n n i n g cha nces, but they wo u l d have been s m a l l e r than i n the g a me . 3 3 . . . Qf4+

3 4 . Kd 1

Q f 7 3 6 . Bx g 7 1 - 0

bxa 3

3 5 . Rx g 6

85 Training tools BS.l computer programs

Nowadays, the role of the computer becomes more and more important in chess training. Computer programs like Fritz and Chessbase have various functions: - Database function: In a database with several millions of games, like Chessbase Megabase, you can look up positions, openings and opponents. You can also create your own databases where, for example, you save your own games, build up a collection of positions (see the next paragraph), or save opening variations. - Analysis function: With chess engines you can analyse positions. Examples of such engines are: Fritz (please note that Fritz is the name of the umbrella program as well as the name of the engine), Rybka, Shredder, and Junior. These engines have their strong and weak pOints. For example, Fritz is stronger in tactics, whereas Rybka is better at positional play. - Opening book: The opening book of a chess program contains opening theory. Rybka's opening book has been written by Jeroen Noomen from Apeldoorn. - Playing function: The Fritz program also allows you to play against the computer. The program Chessbase is more aimed at study and has more extensive database functions. Both programs can be used to play against other people on the Internet. BS.2 Building up databases with own games and positions

An ambitious chess player should thoroughly internalize his experiences from his own games. The analysis of games and positions increases your knowledge and your understanding of chess, and it contributes to the development of skills. It is very useful to collect played games in a database of a computer program and add verbal comments and variations to the moves. This is called annotation, and it helps you develop researching skills and self-reflection. Annotated games offer good starting-points for discussions with a trainer. Besides building up a database with own games, it is also useful to create a second database containing instructive positions from your own games. A chess player regularly misses tactical tricks in a game, or he makes a positional mistake or cannot find a good plan. This can happen in tournament games and competition games, but also in Internet games. Such blunders may come to light when you are playing through the game with a computer chess program, or during analysis with the opponent after the game, or during a discussion of the game with a trainer. Especially if there is a creative or a thematic move in the position, it is worthwhile to analyse it. If a player prints out such positions or saves them in his own positions database, he will have excellent exercise material which he can use repeatedly. Pattern recognition is the basis of chess, and repetition is the mother of learning. A thematic position is a certain type of position with individual characteristics which occurs regularly in games. A grandmaster has thousands of thematic positions stored in his memory. If a position is thematic, a youth player will not always recognize this. However, it may come to light during an analysis with his trainer. If a position is saved in a database it will be available 89

at a later stage and can be studied again. By regularly repeating thematic positions, a chess player will recognize similar positions earlier in a game. If a chess player consciously thinks about which positions he wants to save in his database, and why, these will be better stored in his memory than if he only observes certain positions superficially. Only if a chess player recognizes a certain position or a tactical motif, will he be able to take its characteristics and its dangers to heart. The next step is developing the skill to create such positions on the board himself. The illustrated position is taken from an Internet game by the then seven year-old Thomas Beerdsen from Apeldoorn, who won a national youth title at nine. Analysis with the programs Fritz and Rybka mercilessly brought to light that the game would have been immediately over after the move lO . Pb4. In a Monday evening training group in which Thomas took part, the position was discussed. During the discussion, various thematic characteristics of the position were labelled and various variations were played out until the end. Ambitious youth players will do themselves a favour if they check in every game they play whether there was an interesting moment which is suitable for storage in their own positions database. . .

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Position Thomas Beerdsen in database. Screenprint of blitz game between Guest 655220 and Thomas Beerdsen

90

Thematic positions

Chess thinking is largely based on pattern recognition, i.e. recognizing basic patterns in positions with a certain theme. A thematic position has typical characteristics. Those characteristics offer certain possibilities and restrictions. Often there are various themes that simultaneously play a role. A plan can be founded on the characteristics of those themes. White is to move. He has 8 possible moves. Then it's Black's turn. He has 10. Together this makes for 80 possible continuations. On each next half-move (=ply), the number of possibilities grows explosively. Soon it will become impossible to calculate all the continuations. If a chess player recognizes patterns and themes in a position, he can focus on a limited number of continuations and calculate them through. He can build his plan on the results of these calculations. In this position there are three themes: the black king is within the square the black pawns can protect each other king + two pawns versus king wins Now what remains is to arrange the themes in the right order: first collect the white pawn, then promote your pawns and give mate with king + queen. In other words, you have to think in phases. Sometimes it is also possible to transpose from a certain position into a known theme. Again, a simple example: White to move draws by playing Ne3+. White exchanges his knight against the rook and we are left with a thematically drawn position. The bishop is of the wrong colour, and if the white king goes to h1, Black can never win. It is important for a chess player to know the characteristics of as many positions as possible. To a large extent, knowledge is recognition. What you do not know, you will not recognize. A chess player cannot take into account possibilities that he does not see in a position. Thematic positions can be found in games, in books, and during trainings. It is useful to write them in a notebook or enter them in a database. By regularly repeating thematic positions, a chess player will be better able to recognize them, and to create similar positions in games.

91

85.3 Dangers of computer usage

The computer is an extremely useful aid in all kinds of areas (see elsewhere in this chapter), but it also involves a number of dangers. In the paragraph about analysis we already indicated that it is important to first analyse yourself before you look with the computer. All the conveniences of the computer can easily make you forget that during a game you will be on your own again. Firstly, your own calculating skills will weaken, and working with the computer will provoke laziness. Secondly, you should not indiscriminately accept everything that the computer says. Just as the written word is not the gospel truth, neither is the computer's verdict. An engine like Rybka is reasonably reliable, but especially the early versions of Fritz used to change their assessments of positions every other minute. It is good to realize that the primary task of the engine is to calculate moves; the assessment of the position is secondary and more or less arbitrary. So the computer's verdict can never be used as a compelling argument. Moreover, the computer doesn' t explain anything in words, it only spits out moves. The moral of this story is that you should always keep thinking for yourself and make your own assessments. An engine is only as strong as the player who works with it. Even professionals at the highest level sometimes have trouble with the dangers of the computer. In the eighth match game for the World Championship between Vladimir Kramnik and Peter Leko (Brisago 2004), Kramnik put all his trust in a computer analysis that had been rounded off under great time pressure that same morning. However, the variation turned out to contain an enormous hole, which was beyond the computer's horizon. The entire variation appeared on the board, and even though Leko had to think up everything over the-board, he managed to put his finger on the sore spot and won the game in grand style. In fact, Kramnik lost that game without having made a single move by himself. 85.4 Chess magazines

There are all kinds of chess magazines available. In The Netherlands, the English-language magazine 'New in Chess' is published. In chess magazines, strong players discuss games from tournaments and competitions. They also often contain book reviews and interviews. 85.5 Chess books

An enormous amount of books have been written about chess. Many books are about openings, tactics or game analyses. A good advice to youth players is to take a look at chess books at the home of chess friends or in the library, and study the subjects that they find interesting. If you find something interesting, you will learn as you go along, and the offered information will be in tune with your own level. Some chess clubs have their own libraries. This is really helpful for youth players who do not yet have many chess books themselves. Depending on the reader's level, certain authors can be recommended. It must be kept in mind that young players will largely depend on books in their mother tongue. 92

Young players may have trouble with the language used by some authors. In Dutch chess literature, Max Euwe's use of language can sometimes be a little difficult for young players, but 'Judgement and Planning in Chess', 'Chess Master vs. Chess Amateur' and 'Chess Amateur becomes Master' are instructive works. A magnificent book about Dutch chess culture is Donner's 'The King'. Elsewhere in this book, other examples of instructive chess literature have been mentioned. There is a great English-language supply of chess books. Good authors are John Nunn (who has also written several titles for beginners), Mark Dvoretsky and Artur Yusupov (for advanced players), Jeremy Silman, Yasser Seirawan, and Lev Alburt. Youth players should steer clear of reading material that is too difficult. A book which is full of complicated variations can keep a young novice without guidance away from chess for twenty years. If your budget is limited, but you still want to have chess books, you can go to a market. These often have book stands where you can buy second-hand chess books for a few euro apiece. B5.6 Browsing

Fascination is the best possible motor for development. That which you like most, you will learn easiest and best. Browsing is another word for 'rummaging about'. It is a pleasant and useful activity. A trainer can make his pupils aware of this by asking them to go to the library and choose a few chess books. At the next training the pupils can take their books and tell something about them. The trainer can add remarks and advice. B5.7 Chess movies

There are various chess movies around that are suitable for youth players, like 'Long Live the Queen', 'Searching for Bobby Fischer', and 'Chess Fever'. The latter movie dates from 1925 and is in black-and-white. Throughout the movie there are shots from a tournament in Moscow that was held simultaneously, and world champion Capablanca plays a small role in it. Especially the young kittens of the protagonist are a guarantee for great succes if this movie is shown to young children. It can be found on the Internet for free. A chess club can purchase such movies, which are fun and sometimes also instructive, and show them, or lend them out at trainings. School clubs can also show chess movies. For example, on a 'chess day', when there is also a simultaneous display or a blitz tournament, or a strong player who discusses a game in an entertaining way on the children's level. B5.8 Chess C D-ROMs and DVD's

Publishers are putting countless chess C D-ROMs and DVD's on the market, with chess programs, and containing material about openings or games collections of famous chess players. A useful DVD for learning tactics is 'The Step-by-Step Method'. On this DVD there are around 100 subjects that are clearly explained with texts and examples. For each subject there are several dozens of exercise positions. A great advantage of DVD's is that they give direct feedback by showing the right answers. The DVD of the chess program Fritz, published by Chessbase, also contains video footage. In the Dutch version there is a film 93

on which Merijn van Delft explains the chess rules. There are also a number of fragments from videos where grandmasters explain games. Various publishers, like Chessbase, have published a series of DVD's on which (grand)masters discuss games. On the screen, the chess student can watch the master, who gives explanations. There is also a chessboard on display, on which the moves are executed. Watching these videos is an efficient and leisurely way to learn. Every year Chessbase puts out a ' Megabase' with around three million games, 60,000 of which are commented. Strong players make use of such databases when preparing for their opponents. In order to stay up-to-date, they replenish their databases weekly with games downloaded from the Internet. This can be done, for example, on the English website The Week In Chess (www.chesscenter. com/twic/twic. html). 85.9 Internet sites

There are thousands of Internet websites about chess. They give information about clubs and tournaments, but also about many other aspects of the game. A great advantage is that most of the information is free and easily accessible. Recommended is the website by the Dutch fiction writer and endgame specialist Tim Krabbe. There are also Internet sites where a player can solve tactical exercises and gain points for them, like the Berlin Emrald site. Websites of national chess federations often contain extensive chess calendars. Other interesting websites are www.chessbase.com and www.chessvibes.com by Peter Doggers. The SBSA has its own Dutch-language website: www. sbsa.nl. 85.10 Chess on the Internet

On the Internet there is always an opponent ready to play. There are all kinds of chess servers - a number of them are free of charge. Many top players play via ICC, for which payment is required (there is a reduced tariff for youth players and students). If you purchase the program Fritz, you can play for free against people from all over the world via the Chessbase server. A trainer can give a brief explanation to youth players of the way these servers work. It is even better if youth players explain this to each other. This will save the trainer time, the youth players will learn to communicate better, and they will contribute to the good of the collective.

86 Training procedures 86.1 Pawn structure

For beginners, a pawn is only an insignificant little thing. Nevertheless, pawns have been called 'the soul of chess'. A trainer can make the importance of the pawn structure clear to young novices with an exercise: asking them to play a blitz game and stopping the clock after a few minutes, when material is still even. The trainer asks the players to assess the position. Then he removes the pieces from the board and asks them again to assess the position. Then the trainer gives his own assessment and tells the students about passed pawns, backward pawns, pawn islands and other pawn structures. 94

86.2 Seven-column notation

Chess players write down their games. Youth players are well advised to learn this as quickly as possible. If necessary it can be done step by step, writing down first ten, or fifteen, or twenty moves. Training games can also be written down on a scoresheet. This has the advantage that the games are saved and the player can later analyse them - by himself, or also with the help of a computer, or with another chess player or a trainer. As a rule, young novices play the first move that seems reasonable to them, without looking for better alternatives. Also, most of the time they hardly pay any attention to the opponent's possibilities. A trainer prefers his pupils to assess various candidate moves, not playing the first reasonable-looking move that comes to mind. During a training game, a trainer can ask his pupils to write down games on a so-called seven-column scoresheet. The first three columns are for White, the next three are for Black. For the white player, column 1 is for the move played by White, column 2 is for an alternative move by White, column 3 is kept open and reserved for a good move that the trainer will later indicate, column 4 is for the move played by Black, column 5 is for Black's expected move, column 6 is again kept open and is reserved for the move that the trainer will later indicate. Column 7 is for remarks during the post-mortem. For the black player, column 2 is for the expected move by White, and column 5 is for the alternative move. Youth players acquire new ways of thinking more quickly if they gain experience with an inspiring exercise than if a trainer explains his noble intentions with an abstract story. We can compare this with behaviour in traffic. A car driver will sooner slow down to 20 mph before a speed ramp than before a warning sign. With the present exercise, the trainer will gain more insight in the thinking process of his pupils, especially if he analyses the game with his students afterwards. The exercise will teach the student to improve his ability to search for various candidate moves, and to anticipate his opponent's actions. This exercise should not be done too often, for that would become boring. It is superfluous if the students are already good at weighing up alternatives against each other and anticipating the opponent's play. Of course you could work with more columns - for example, a column where the time use can be noted. But this is not recommended as it will mean too much 'paperwork'. Moreover, it is preferable not to raise too many issues at once. This is confusing and it reduces the learning effectiveness. However, a player can write down his time use during competition. This is officially allowed by the world chess federation FIDE. Such information gives the trainer insights in his pupil's time management. 86.3 Correspondence chess

Correspondence chess is a form of chess where opponents send each other moves in turn. In former times, this was mostly done by mail, but today correspondence chess is mainly played by email. This chess variant has separate organizations and tournaments, and there is a separate world championship. The players send the moves before an agreed time limit. Usually, it is permitted to use different aids, like computers, books, and even advisors. Even though such aids can be very useful, the influence of the player himself remains 95

important, since for many moves strategic choices have to be made of which the consequences can only be calculated a few moves deep. Correspondence chess can be a useful training form and an interesting new experience. It can also stimulate enthusiasm for the game. School teams can play other school teams. It is nice to play school teams in other countries. The proposed move can be discussed weekly in training groups with strong players. In Apeldoorn, a group of youth players, among them Merijn van Delft, played correspondence chess by mail for two years with the strong Dutch Premier League player Nico Schouten. Every week they were anxious to know what new moves there would be in the mail ! B6.4 Visualization of move sequences

Visualization means: to make something visible for yourself. In a mental training, visualization means that you imagine how a future situation may look, in what way you will act, and which role you will play. In chess we speak of visualization of a sequence of moves. This means: to calculate a move sequence by heart and to view the position that results from this sequence with your mind's eye. This is an important skill for a chess player. Young chess players develop this skill spontaneously as they play more serious games. After all, you have to think ahead in chess, which involves making plans and calculating variations. It

is

possible

to

exercise

visualization.

By

doing

this,

a

chess

player

simultaneously trains his concentration as well as a serious mentality. There are various visualization exercises that a trainer can present as a game in the form of a competition. During a training, the trainer slowly announces a number of half-moves one by one, starting from a position that is put on the board. The number of half-moves depends on the level of the group. Next, the trainees are asked to take turns playing half-moves on the board. Each correct half-move is worth a point. If you make a mistake, you're out. In another exercise, the trainer mentions a number of squares on which pieces and pawns are standing in an ending. This exercise can be done 'blindfold', without a board, or with an empty board. Then the trainer asks on which square a certain piece should be placed. Obviously, the level of difficulty can be varied by selecting positions with more pieces and pawns or less, or with more complications or less. Chess players can also exercise visualization by reading a scoresheet and playing through the recorded game in their mind, or playing it on the board. In a session with advanced players, a trainer can sum up a sequence of moves and then ask them to assess the position. This gets more complicated if there are more possible variations. Some trainers now and then resolutely wipe all the pieces off the board. Then they ask their pupils to put the pieces on the right squares again. It is doubtful if this will make a trainee a better player. But the extent to which they succeed will provide an answer to the question how well the students understand the position - unless they have a photographic memory. A variation on this theme is to set up, or have the students set up, a previously discussed interesting position at the end of a session, after which the trainees explain what is going on in that position. Research shows that chess masters only have to look for five seconds at a logically built-up position, and then they will be able to set it up correctly again. Bad players do not manage this. If the pieces are randomly 96

placed on the chessboard, neither of the two groups will be able to reconstruct the position. The explanation of this phenomenon is that good players recognize certain patterns in a position. They do not memorize the placement of separate pieces or pawns, but chunks of information. For example, they do not see five loose pieces of wood, but a castled king's position. Since they also recognize the logic in a position (with certain possible striking differences), they only need to memorize a few characteristics. 86.5 Theme tournament

A theme tournament is a tournament where the participants are obliged to play a certain opening or variation. This is a suitable method to acquire a good knowledge of such an opening. Participants are given an A4 sheet beforehand, containing information about the opening and sample games with added comments and variations. The trainer can also send them a pgn-file with opening traps. Before the tournament, the participants can play this opening in a few games against the computer or via a chess server. If the tournament lasts only one day or an afternoon, time is limited, and a rapid tournament is the obvious form to choose. It is useful to play more than one game, as then various aspects will come up for discussion. A tried-and-tested training procedure is when a trainer starts a rapid tournament by introducing the theme on a demonstration board for about twenty minutes. Then the participants play three rapid games - changing colours after every game, of course. The trainer walks around and observes the games. After each game the participants analyse with their opponent for a few minutes. After each round, the trainer takes half an hour to discuss instructive moments from the games that have just been played. After the third game, the concentration of many youth players will start to fade. Then, instead of analysing for half an hour, the trainer can give a clock simul with the obligatory opening moves. 86.6 Game quiz

A trainer can discuss a game with students and ask them at various crucial moments what is the best move. The students can earn points for giving the right answer as well as for managing to give good grounds for these answers. The game under discussion can either be a game by the training participants, or an interesting game by a well-known chess player, or a game with a clear theme. Youth players often enjoy looking at a game by their own trainer. The advantage of a point sytem is that this simulates a competitive situation. Youth players very much enjoy getting the chance to earn points during trainings. They will concentrate better, and this will increase the success rate of the training. 86.7 Training decathlon

Athletes

perform

in

decathlons.

These

are

competitions

where

they

pit

their strengths against others on ten items. Chess players can also use the decathlon procedure for training. Inspiring and effective trainings have certain characteristics: the participants are active, they are allowed to choose their own short breaks, they learn by discovery, and they enjoy what they are doing. 97

A well-built-up training decathlon can meet these criteria. A decathlon consists of ten different items.

For every component the trainer can award pOints,

depending on the performance level. We will give an example below, but on this theme countless variations are possible. The winner of the decathlon may win a small prize, or it may also be a battle for honours. If there are many participants, several trainers and coaches can divide the programme between them. The groups then circulate along the different trainers. The best trainers can take care of those items where the level of the trainer counts. Experience shows that well-motivated children, starting from, say, ten-year-olds, can easily sustain a decathlon that lasts a full afternoon. Once after such a decathlon, the then ten-year-old Gillian Visschedijk from Apeldoorn said: 'Well, we haven't done a lot' to her mother, who had been worrying about the length of the training day. More than five hours looks like a lot, but there had been two fifteen-minute breaks. During the components of the training programme, the participants had been allowed to take regular short breaks. For example, they could remain idle for a while during the completion of a questionnaire, or wait after their move until the simultaneous player came round again. Gillian, who later became Dutch girls' champion just like her sister Marijn, didn't notice how much she had learned. It is comparable to the amount of energy that children spend on play during the day: they can go on forever, it seems. If a training has a playful character, children will enjoy spending a lot of time on it, and without noticing it they will learn many things. Here is an example of a decathlon programme: 1. Play through a classic game from a book by Euwe, 30 minutes. The trainer gives comments on this game on a demonstration board, or, if the group is small, on a normal playing board. At five pOints during the game, he asks them to come up with a crucial move, and to explain their choice. The participants write down their moves and their explanations on paper. Each correct answer is good for one point, and a good argumentation (which may consist of either a variation or a verbal explanation) also nets them one pOint. During the discussion of the game, the trainer also answers questions that crop up spontaneously. In addition, the trainer explains to them the importance of studying classic, well annotated games, and the best way to go about this. 2. Playing out an endgame, 30 minutes. The teacher plays out the position(s) simultaneously, with the losing colour. After that, he explains the correct plan. Ten pOints for a win - and also a few pOints for every partially correct solution. 3. Clock simul, 60 minutes. The trainer and the participants each receive half an hour on the clock. The participants write down the first fifteen moves on a seven-column scoresheet. First, the procedure for this sheet is explained. Seven columns seems a lot, but during the game you only have to fill in four - two more than you normally do. Afterwards, the trainer discusses several positions from the game. A win is good for twenty pOints, a draw earns you ten pOints. A player can also earn points for the quality of his game. 98

4. Short analysis questionnaire, 30 minutes. About the simultaneous game that has just been played, the participants fill in a shortened version of the analysis questionnaire (see elsewhere in this book) with ten questions. Seven questions are about technical aspects, three are about a psychological subject. The teacher then discusses the answers from the completed questionnaires and, if necessary, sets up some positions from the games on the board. He also explains the function of the analysis questionnaire. For every adequately completed question a participant gets one pOint. 5. Two blitz games, 30 minutes. The trainer makes as balanced a pairing between the participants as possible. The participants play five-minute blitz games, using a clock. They can play against the same opponent all the time, or also against varying opponents. A win is good for ten pOints, a draw for five pOints. 6. Exercise sheet with ten tactical exercises, 30 minutes. The participants get fifteen minutes for these exercises. The trainer corrects the exercises and discusses the mistakes made. Every correct answer is worth two points. The trainer discusses the use of exercising tactics and the best way to do this. 7. Quiz with ten questions about study tips, 30 minutes.

In the first ten minutes, the participants fill in a questionnaire which verifies if they handle their self-study efficiently. The questionnaire can consist of a mixture of open questions and multiple choice ones. The trainer spends twenty minutes on a discussion of the answers. Each correct answer is worth one pOint. 8. Indicating the crucial move in two opening traps, 30 minutes.

The students must determine what the crucial mistake is in two miniatures (= games of maximally twenty moves). The trainer tells them something more about the opening in question. A correct answer is good for five pOints. 9. Five quiz questions on general chess knowledge, 15 minutes.

This item consists of questions about chess rules, the participants' own club, the name of the national champion, etcetera. Discussion after five minutes. Each correct answer is worth two pOints. 10. Visualization, 15 minutes. The trainer shows the opening of a spectacular game on the board - for example, a game by Greco or Morphy. Next, he asks the students to visualize ten half-moves toward a crucial position, i.e. they must find those moves without playing them on the board and then write them down. Then the trainer executes the ten half-moves from the board position. Each correct half-move is worth one pOint. Anyone who makes a mistake drops out.

99

86.8 Chess puzzles

A child's interest in chess increases if it continues making new discoveries in a nice and playful way. Varying the methods helps create an instructive and inspiring learning climate. As a form of training, chess puzzles are a suitable variant. Chess puzzles are easy to make. You print out a big diagram with a chess position, cut the sheet into four pieces, and provide all four parts with both a number (for the position) and a letter (for the quadrant). For every puzzle the order of the quadrant letters must be different. The task is as follows: lay the four quadrants on the table, arranged in such a way that a logical chess position is created, and then solve the position. Of course, the positions can have different degrees of complexity. The trainer can write the correct order of the quadrants and the solutions on an answer sheet. Such chess puzzles will look more professional if you paste cardboard on the backs of the puzzle pieces and plasticize them. 86.9 Psychological tips

Youth players can take profit from numerous psychological insights about study procedures and self-management. The better they understand the importance of an insight, the more motivated they will be to apply it. Insights sink in best if they are acquired via discovery learning. The trainer can provide many insights in a playful way during trainings, by connecting them to concrete events in games played by his trainees. During each training, the trainer can ask questions about psychological aspects, and the trainees can discuss these. This should be done in a well-balanced way. Too much information at once will have a confusing effect. The trainer can conclude the discussion with a summary and the answers to his questions. Youth players will not acquire all these psychological insights at once. In a future game they may take them into account, but it remains a question if they will apply these insights well. Here also, the adage applies that repetition is the mother of learning. For a sample list with questions, see the appendix 'List of psychological tips'. 86.10 Simultaneous display

A simul(taneous display) is a form of competition where one strong chess player takes on a number of different opponents at the same time. As a rule, the simultaneous player is White, and he is allowed to take back his move as long as he has not made his move on the next board. As soon as the simul player, who circulates from one board to the next, returns to the board, his opponent must make a move. The opponent is not allowed to make a move until the simul player is standing at his board. All sorts of variations on this basic form are possible. For example, the simul player can take Black, or allow his opponents to skip their turn a few times. The simul player's rounds become shorter as time passes, because gradually other opponents will be forced to lay down their kings. There are also simuls where all the boards are occupied all the time. The players who have been beaten are replaced by new participants. The clock simul is another variant, where the simultaneous player and his opponents receive a limited amount of time on the clock. The participants push their clocks as soon 100

Simul by Merijn van Delft. (photo Cocky van Delft)

as they have made a move. In this variant, the simul player is well advised to go criss-cross from one board to the other and to divide his time well between the stronger and the weaker opponents. Simultaneous exhibitions against (grand)masters are often organized during festivities when a club celebrates a jubilee, or as a means to promote the game - for instance, on a market or during a tournament. Adult players or strong youth players can also give simuls on club evenings, or to the youth section of a club. Strong club players can give simuls on primary schools in order to give more exposure to their club, for example during a school festival. All that is needed for such an activity are a simul player, a simple announcement on a poster, and a space where chess boards with pieces can be put on tables. The simul player will do many opponents and the audience a favour if he discusses a few game fragments afterwards. A spectacular variant is the blitz simul, where the simultaneous player takes on four opponents with the clocks set on five minutes for both sides. Another strong player might give live commentary. Yet another variant is the blindfold simul. Here, the simultaneous player plays 'blindfolded' (i. e. without seeing the pieces) against several opponents who do have boards with pieces before them. An assistant calls the moves out loud, and as a rule the audience is suitably impressed. Apeldoorn player Johan Wolbers once played blindfold on three boards with a paper bag over his head and with his back to his opponents, on a sports and culture manifestation on the Market Square in Apeldoorn. Many club players enjoy taking on a top player in a simultaneous exhibition. Many youth players will also consider this quite an experience. Forty years after the event, one of the authors vividly remembers how his position collapsed 10 1

against grandmaster Robert Hubner, when he had forgotten for a moment that capturing en passant was possible. As strong players quickly recognize patterns and combinations, know their openings, calculate fast and also possess a good endgame knowledge, they are often able to find a strong move within a few seconds. A ninety percent score is quite normal for a simultaneous player. Often they concede a single draw as a reward to a player who has defended tenaciously. The simul is suitable as a form of training. For example, a trainer can play a certain opening simultaneously against his pupils, and discuss the games afterwards. Young children learn best if they immediately get comments on their moves. A simul player can immediately tell them what he thinks of their moves, and combine this with a bit of explanation. A player may, for instance, be allowed to take back his move five times. The simul is also a useful device for a trainer to practise middlegame and endgame positions with his pupils. An advantage of this is that the trainer can see how his pupils play, and thus how they think; another advantage is that the students stay focused on the subject, since they are actively taking part. A variation on this theme is when students take part in a simul in twos and are allowed to consult each other about the game. Chess players can also play each other simultaneously. Bronstein was a great champion of this variant - preferably in a theatre accompanied by music. Sipke Ernst and Arthur van de Oudeweetering once demonstrated this idea during a chess festival in Apeldoorn. They played blitz on four boards at a time. This is spectacular to watch and good for the physical condition of the players! 86.11 Tactical exercises contest

It is important to exercise tactics on a daily basis. It is advisable to alternate between easy and difficult positions. This can be done in different ways; for instance, on certain days you take only easy diagrams, and on other days difficult ones. Another variant is to make ten easy and two difficult exercises every day. Variety is the spice of life. A youth player can work on a different theme each day. He can also exercise tactics in different ways. There are books with tactical diagrams, and on the Internet you can find all kinds of free-of charge tactical gamebases that can be downloaded in a computer database. The Step-by-Step Method on CD-ROM contains a lot of good tactical exercise material. Doing a tactical exercise-solving contest with a training partner can have a motivating effect. For example, both partners have to solve 20 diagrams within a certain time span, and then they count who has the most correct answers. 86.12 Talent day

On a talent day, young talents can get a foretaste of more serious group trainings. A talent day can be useful to stimulate participation in top trainings, and it can also be one of various good selection methods for scouting possible talents. 'Stichting Bevorderen Schaken Apeldoorn' has organized several talent days in order to promote its youth trainings to school chess players in Apeldoorn. In consultation with the chess clubs in Apeldoorn, SBSA organizes a youth training in which talented and motivated young chess players participate. There is space 102

for both youth players with great ambition, and second-rank players who want more training than their own (school) club can offer them. There are a few national-level youth players who no longer participate in the group trainings, as it is not possible to form a homogenous group with a sufficient amount of players. That would become too expensive, since the trainings are paid for with contributions by the participants. Furthermore, those strong youth players al ready attend national trainings with the Dutch Chess Federation KNSB. SBSA does offer them possibilities to join workshops with (grand)masters. In return, they sometimes give individual trainings to young talents. Over the years, SBSA's talent days were created in various ways. In the spring of 2005 a series of three free-of-charge meetings was organized, for which participants could subscribe separately. This was partly made possible by a grant for talent development from the Dutch Olympic committee NOC*NSF, which was received by mediation of the Dutch Chess Federation KNSB. One of the talent days consisted of an evening where multiple Dutch champion Loek van Wely gave a simul against nearly fifty opponents. He walked around the Apeldoorn Mind Sports Centre in a square, and parents were allowed to stand behind their children. To each child the simul player spoke a few friendly words. Of this simultaneous display a film has been made, which has been put on a CD-ROM. All the participants received a copy. On another talent day, more than fifty participants were divided according to level into a morning group and an afternoon group. Each group was divided further into four groups of six or seven children. These groups circulated along four trainers, who each discussed a certain theme for 45 minutes. Lucas Smid discussed openings and opening traps, Martin van Dommelen did endgames, Merijn van Delft analysed a game by Kasparov (a player whom most youth players will know), and Mark Brussen used a computer to explain the possibilities of the chess program Fritz. The participants also played a few blitz games with him, and they did a little quiz with questions on chess knowledge. Of this talent day, a CD-ROM with films and pictures was made for the participants. The third talent day was organized as a theme tournament.

Dozens of

participants were asked to play three rapid games with the King's Gambit. Beforehand, they were given an introduction in two level groups by SBSA trainers Lucien van Beek and Martin van Dommelen. During the playing rounds, the trainers walked around and observed the games. After each round they discussed games with their own group. On these last two talent days, the presence of parents was also allowed. Of course, the latter were not allowed to interfere with the trainings. After these talent days, a selection was made, in consultation with the trainers, of players that were to be invited to the regular SBSA youth training. This training consists of eight meetings on Fridays and eight on Sundays, and is divided into several groups. The programme also involves a workshop day called 'Youth Meets Masters', two theme tournaments around certain openings, four SBSA rapid tournaments, and several incidental activities, like simuls and game discussions by (grand) masters. A trainer cannot make judgments about youth players after a single match or training - except in the case of a super talent. For some players, it may just not be their day. A reasonable assessment is only possible if you look at a player's games at different pOints in time. It is useful to observe a player while 103

Participants of the talent day.

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he is playing. In a conversation, a trainer can learn more about the player's motivation and his way of thinking. Also, trainers, leaders of school chess clubs and parents can sometimes provide useful insights in the child's personality, as well as details about particular circumstances. For the assessment of a youth player's talent, it is important to take into account how long he has been playing and how much - or how little - training he has received so far. Additional information can be gained via rating lists and achieved diplomas. Moreover, some children are late-developers, who start to perform at a later stage than others. Premature conclusions can easily lead to 'false positives' (wrongly selected) and 'false negatives' (wrongly not selected). Actually, 'talent day' is a somewhat unfortunate term. There are many examples of young chess players who, on the basis of motivation, have grown to perform better than others who were natural talents. In a selection there will soon be drop-outs. These things happen in top-class sports. The organizers of a talent day may ask themselves how a child emotionally will experience rejection. Of course, a child must learn to cope with setbacks, but it is a completely different thing to needlessly frustrate its motivation and its talents. In any case, a talent day can be organized in such a way that all participants will experience that day as an inspiring and instructive one. Perhaps it is possible to organize follow-up trainings for all the motivated children, for example, by dividing them into a top group and a sub-group. You can call these groups 'A' and 'B'. A motivated second-rank player of today may be the organizer of a talent day in the future. 86.13 Chess variants

Several different variants of the chess rules have been thought up, like 'Bughouse chess' and 'Janus chess'. These variants can make a nice change now and then. They may also be useful as an exercise in piece coordination. Via the Internet you can find a lot of information on chess variants. 86.14 Fairy-tale books

Chess can be promoted to children in many different ways. It is important for beginners to discover the game's secrets in a playful way, and to derive pleasure from it. There are chess courses for absolute beginners in the form of fairy-tale books. There are also nice CD-RaM's like 'Fritz & Chesster'. After that, Step 1 of the Step-by-Step Method can be used as a repetition. At the start of the course the movie 'Long live the queen' can be shown. 86.15 Winner stays on

'Winner stays on' is a chess version of square soccer. Two players play blitz while the others watch. The losing player has to give up his seat to another player. In case of a draw, the black player remains seated. Prompting moves is absolutely forbidden, but cheering one of the players on is permitted. Star soccer player Edgar Davids said in an interview with the Dutch magazine Rails: 'In the end it's all about respect. Street soccer players don't need a referee. Look, such humiliation will give you food for thought. If you've been nutmegged 105

and made fun of, you will work on your skills. Practise-practise-practise, train train-train. That's how it worked with me. (. . . ) We used to organize square soccer tournaments. Then you would play very good guys, three against three, and you would get a lot of resistance. You can show off, but when you were down 1-0 the fire got into it, you know. Because the winner stayed. Then you'd be the one that got the sneers. I didn't fancy that.' Just like street soccer, blitz chess can be a good education. 'Winner stays on' is also popular at parties due to its social character.

87 Miscellaneous B7.1 Monday-evening training

The 'Monday-evening training' is a suitable training variant for a trainer with a group of youth players. While lending itself well for variation, this training method does not demand great technical qualities of the trainer, since the students mainly work with prepared material. A trainer's motivation is more important than a lot of Elo points. The key to the story is that you embark together on an adventurous journey into the wondrous world of chess. On roughly twenty to thirty Monday evenings every year, several youth players from Apeldoorn, aged seven to thirteen, visited Karel van Delft at home. In recent years these players were Armen Hachijan, Thomas Beerdsen and Martijn van Blitterswijk. The training lasts more than an hour and a half. During a short break there are three-minute blitz games and soft drinks. The training takes place in a study. The participants are seated at a chess table with an inlaid board, and the trainer is seated next to it at a desk with a computer on it. Discipline during the training is important. Jokes are OK - it's good to alternate exertion with relaxation, otherwise you cannot last for an hour and a half, and the training won't be any fun. Excessive chatter and fooling around are not accepted. This will needlessly shorten the training time, and the trainer also has better ways to spend his time. These training sessions are regularly attended by one or two parents. They do not interfere with the training - still, this is unusual. There is hardly a chess trainer in the world who allows parents to attend trainings. Practice shows that both the trainer and the pupils often feel inhibited by their presence. The training is aimed at technical subjects, learning to express what you think (which stimulates systematic reasoning and thinking in concepts), and also at an increase of self-knowledge and self-management. As a rule, one training consists of six to eight items. It's important that the participants have fun. They are working very actively and interactively during these sessions. The training is built up according to the principle of discovery learning. The subjects have a degree of complexity that the participants can handle with a little effort. In case a subject turns out to be too difficult, the trainer reduces the problem to various sub-questions. Apart from this training, the boys do their tactical training at a club or by themselves, and they take part in the SBSA youth training. There, trainers at Premier League level discuss their games with them. Also, two of the boys discuss many of their own games with a private trainer. The Monday-evening training starts with a brief inventarization of recent 106

Karel van Delft g ives a Monday-even ing trainin g .

games and experiences. The trainer gives tips and asks critical questions, for example about their time use and their concentration. He also stimulates the participants to react to each other. Tactics are important. Before every training session, the participants are given twenty tactical positions from a tactics database to study. During the training session, a few minutes are spent on the solution of six of these positions on a sheet. Each good solution is worth a pOint. This competitive element is popular, and it stimulates the boys to practise tactics at home. Youth players want to attack. Regularly positions are put on the board from manuals on mating attacks. A good book for young players is 'How to beat your dad' by Murray Chandler. Most of the discussed positions are put on the board. This can be done at a fairly quick pace. One participant sets up the white pieces, the other the black pieces - the others watch carefully if the position is correct. The advantage of this is that variations can easily be played through until the end and that a real practical game is simulated. The training is made as varied as possible. Between the discussions of two items with board positions, the trainer discusses the weekly SBSA email messages for a few minutes. Often these messages contain photographs of well-known players or tournaments. Now and then, an interesting link to a website is passed on, or a book is referred to. The trainer also discusses with the pupils which tournaments will be held in the coming weeks. Sometimes the programme includes a fragment of a chess video or a DVD. Regularly, a classic position (e.g. Saavedra) or study (Pogosiants, Afek) is put on the board. In many training sessions, several positions with frequently occurring themes are 107

shown. Lev Alburt's 'Chess Training Pocket Book' is a rich source. When solving exercises, each participant first has to think for himself. Then the trainees discuss the possible solutions. The group members give answers to relevant questions like: what's going on here, what patterns do we see? A good question is half the answer. Participants are not allowed to propose moves until the trainer considers that all of them have had enough time to develop an idea. If a solution appears to be at hand, it is played on the board, and the trainer reveals if the exercise is solved correctly. If the trainer isn't a strong player himself, he should prepare well in order to be able to give expert comments. With the help of concrete positions, lots of chess concepts pass the review - for example, a 'sea-snake' or a 'tempo' - as well as psychological insights (why do you attack forward?) . This is preferably done with questions. If possible, the other participants give the answers - not the trainer. The trainees enjoy helping their training partners to make discoveries by asking directed questions. Interesting game fragments by well-known players are a recurring theme. Sometimes the boys investigate a position first on the board, and then with Fritz. Experience is the best teacher for them to work with this program. The positions may be obtained from the Internet, like e.g. some fascinating endgame position by former Dutch champion Loek van Wely. Often the positions are derived from games by the players of Schaakstad Apeldoorn's first team, which plays in the Dutch Premier League. A position by a (well-)known player like Sipke Ernst will appeal more to the boys' imagination than a position by an unknown grandmaster. They know Sipke because, like other Schaakstad Apeldoorn players, he regularly gives youth trainings in Apeldoorn. At the end of each training session, each participant mentions one position or

SBSA youth training by Yochanan Afek. (photo Cocky van Delft)

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insight that has been instructive for him. This stimulates them to reflect on the contents of the training. The trainer makes a brief report on each training and sends this to the participants by email. Sometimes he will add game fragments in pgn format. During the break and after the training, players and parents always have the opportunity to have a private talk with the trainer. Now and then the trainer will also communicate with the parents by email. B7.2 SBSA

SBSA is an abbreviation for Stichting Bevorderen Schaken Apeldoorn (Foundation for the Stimulation of Chess in Apeldoorn) . This foundation was established in September 1998 by Cees Visser, Merijn van Delft and Karel van Delft. Later there were several mutations within the board. The foundation's aim is to stimulate chess in Apeldoorn - on top level as well as recreational level. The observation that the existing clubs in Apeldoorn did not radiate a great urge for innovation at the time triggered the establishment of the foundation. SBSA has a small board that meets only a few times per year. The tasks are divided between the board members, with the secretary coordinating things where necessary. Volunteers lend a hand with various activities. The foundation organizes various tournaments every year (a weekend tournament, a blitz championship and five rapid tournaments) , organizes a training series for the strongest youth players named 'SBSA Youth Academy' and incidental activities like simuls and workshops, gives advice when asked, and spreads information about chess

Children of the Makula chess club . (photo Cobie Joustra)

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activities as well as chess content. This is done on a website, with free-of charge weekly email newsletters, and a free-of-charge yearly chess paper (which appeared nine times untill 2008. Sometimes SBSA also gets attention in various media. Activities are largely paid for by participants and sponsors. Sometimes a little extra money remains, which is then used for another activity. SBSA exchanges ideas and experiences with chess players outside Apeldoorn in all kinds of ways. The weekly SBSA email newsletters are also sent to several hundreds of chess players outside Apeldoorn. There are even several dozens of readers in other countries. Regularly, guest trainers from elsewhere are invited. Following world

Children of the Makula chess club. (photo Cobie Joustra)

chess foundation FIDE's motto 'Gens Una Sumus' (We are one people), SBSA has introduced school chess in Kampala, the capital of Uganda. This is done on the school for poor children of the Makula Foundation, which was established by Rogers Mutebi and Cobie Joustra. SBSA has found several sponsors and sent chess material, and with the money the Makula Foundation pays its teachers: first an ICT student, later former students. SBSA enjoys a good cooperation with the chess clubs in Apeldoorn. A number of players from Schaakstad Apeldoorn's first team give youth trainings. The SBSA is of the opinion that it is important for the development of a local chess culture that several members of a club's first team are youth trainers. If youth players have regular contact with strong players, they will learn from them. Such contacts also stimulate their fascination for chess, and their motivation to 110

train. Now and then SBSA is having its cake and eating it: a (grand)master is hired to give trainings to adults and strong youth players, and in turn the latter give free workshops. This way trainers are created, and there is an increasingly active involvement of the stronger players from your city or town. At the intercession of the Dutch national chess federation KNSB, SBSA has received a subsidy from the national sports federation NOC*NSF. Partly with this money, a series of (partly experimental) activities were started to develop youth chess in Apeldoorn. A report on these activities has been made by Willy Hendriks, who has been following the project on behalf of the KNSB. His final report has been included as an appendix in this book. In The Netherlands, an increasing number of chess foundations are established, alongside the regular clubs. As it turns out, this leads to more activities. 87.3 Two- or threedimensional training

During trainings and self-study, games and positions are investigated two dimensionally (with diagrams) as well as three-dimensionally (on the board) . The question is if it makes a difference in training effect whether a position is studied in a diagram or on the board. Karel van Delft devoted a brief research project to this question in 2006. A search in chess literature did not yield any information; strong players are predominantly of the opinion that the impact of a board position could be greater than that of a position on paper or on a demonstration board. As part of the experiment, participants of the SBSA youth training solved tactical positions and filled in a questionnaire. This research is included as an appendix in this book. The tentative conclusion is that both two- and threedimensional presentations contribute to chess development, but it is easier for a player to become immersed in a position if it is presented on the board. Here also, it pays to think about the information on offer, to dare to experiment, and to apply what you can use in practice.

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B7.4 Training with Dvoretsky

Mark Dvoretsky is regarded as one of the best trainers in the world, and he has educated a lot of players on their way to grandmastership. His best-known pupil is Artur Yusupov, with whom he has always maintained cooperation - the two are a well-known duo. In the past years, Dvoretsky came to Apeldoorn for trainings several times, and he has become a member of Schaakstad Apeldoorn. In 2003, all experiences with Dvoretsky were recorded on a CD-ROM called 'Mark Dvoretsky in Apeldoorn', an SBSA publication. Dvoretsky regards himself as a trainer for advanced players, starting from a 2200 rating. His books (often written together with Yusupov) are simply a must for players with title aspirations. Their five-part cycle 'Training for the tournament player', 'Opening preparation', 'Technique for the tournament player', 'Positional play' and 'Attack and defence' is well-known. 'Dvoretsky's Endgame manual' is a classic. His approach is based on skills (variation calculation) and a certain way of thinking rather than on concrete knowledge. The books contain many tough exercises. A good way to train is by putting the starting positions of these exercises on the board, giving yourself 10 or 15 minutes time on the clock, and then concentrating and trying to calculate as much as possible. In short: forcing yourself to work hard, racking your brains, and then comparing your results with the solution. This has a technical training effect, but it also enables you to acquire a good competitive attitude. By using his books a training session with Dvoretsky can be simulated quite faithfully, but of course it is much more inspiring to attend a training session with the man himself. In Apeldoorn there have been workshops with Dvoretsky where he explained his approach to a broader audience, as well as trainings that concentrated on a certain concrete theme. His collection with thousands of training positions is famous. They are arranged according to theme, which enables students to concentrate on weak points. Merijn van Delft has also received individual trainings by Dvoretsky a couple of times, in which they analysed his own games. One of the most instructive moments from these trainings was the following: Merijn van Delft - GM Maris Krakops

Groningen, December 1997 Analysis: Merijn van Delft

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46. Rb7?

The text move seems very logical and obvious, but it fails to grasp the crux of the position. Here is a brief overview of what this position is about: White's passed b-pawn will bring him the win, but it is vital to keep the black king out of play. The very strong pawn on g6 is also potentially very weak, and therefore it needs some support. In short, the rook belongs on the sixth rank! During the game I understood that I could harass the black king with a Ba3 check, but what I didn't grasp was that a white rook on the e-file would really keep the black king imprisoned. In other words, e6 is the ideal square for the white rook. Some more general laws propagated by Dvoretsky: •

•

•

Good positional play consists of building your own plans and preventing your opponent's plans. A prophylactic move is a move that removes the threat of your opponent and at the same time improves your own position. The latter is essential, as otherwise every defensive move would be prophylactic. In general, but especially when converting a technically winning position, prophylaxis is an important (i.e. necessary) resource.

I assume that after the above, the short move sequence 46. Rb6 KfS, 47. Re6 Be7, 4S. Re4! is no wizardry for anyone. I have analysed more than ten games with Dvoretsky, and we enjoyed many instructive moments along the way, but I think this was my most enlightening experience with him. 46. ... Kf8 47. Ba3 Ke8 48. Bc5 Rd5 49. b4 Rg5 50. Kc2 Rxg6 51. Kb3 Rgl 52. Kc4 Rcl 53. Kd5 Rdl 54. b5 Rxd3 55. b6 Rb3 56. Kc6 d3 57. Rd7 Bg5 58. b7 d2 59. Rd5 Bf4 60. Bd6 Bxd6 61. Rxd6 Rc3 1/Z-1f2

Mark Dvoretsky g ives a training to Irina Gorshkova, Marijn Visschedijk and Merijn van Delft.

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Mark Dvoretsky plays Viktor Kortchnoi for Schaakstad Apeldoorn .

Mark Dvoretsky and Karel van Delft.

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B7.S Chess and autism

Chess is a suitable sport for many children and adults with an Autism Spectrum Disorder. Scientific research on this subject is lacking, also on an international level. Experience indicates that chess stimulates social, emotional and cognitive development. A 'super championship' for Jaap de Vries

'Mate', Jaap de Vries (9) announces firmly. After an attack on the enemy king, Jaap manages to score his third full point during the national chess championships for pupils in Gouda. 'My rating is rocketing sky high!', he shouts. Jaap is not very keen on a conversation with a total stranger. But this changes if he is allowed to play a game of chess with him. Then he talks incessantly between moves. 'If I play chess, I keep learning more and more. It's a fun sport, actually.' Jaap wants to learn to play good chess. 'This is a super championship!', he says. Jaap is suffering from Asperger's Syndrome. Because of this, he has few social contacts. In between tournament rounds, he plays games on his Nintendo. In fact, this is precisely what does allow him to make contact with other children, who come to him to see what game he is playing. 'If you share his interest, he is open for contact', his mother Annemieke has noticed. 'These games look individualistic, but for Jaap they are an opportunity to make contact with other children.'

Jaap de Vries

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Jaap takes in sounds much more strongly than others, says his mother. 'His brain does not filter away these background sounds.' That is why he wears custom-made earplugs when he plays chess with other children. He keeps his kinetic unrest under control with a toy snake that he can fiddle with. Jaap plays chess every week, in the youth section of De Wijker Toren. Trainer Jan Sinnige teaches a group of four beginners. 'Jaap has a good contact with the other children of the group, but not with children from other groups of the youth section', he says. 'At the chess club he can gradually build up contacts', Jaap's mother says. 'He has no friends in the neighbourhood. At the chess club he feels at home.' Maarten Beekhuis: contacts through chess

In the coming season, Maarten Beekhuis (26) will make his debut in the second team of Homburg Apeldoorn. He has an Elo rating of 2 126. 'I've been playing chess for almost twenty years now. During a game I'm fanatical, but I don't study very hard. I think that I like chess because I'm good at it.' Maarten suffers from the classical form of autism. After a stay of several years in the Leo Kanner House (a centre for treatment of young people with autism) in the Dutch town of Doorwerth, he is now living in a protected housing unit in Twello. There he works half-time in the public library. 'The rest of the day I'm doing everyday business like shopping and cooking. I also occupy myself with the computer, I read, and I play Scrabble.'

Maarten Beekhuis

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As a chess player, Maarten has achieved some successes. He became Dutch champion with the E-team of De Schaakmaat and with the school team of the lower classes of the City Gymnasium in Apeldoorn. At one Dutch individual junior championship (under 12), he came fourth. 'I'm probably more self-involved than most people, but I like to have social contacts. My autism makes this difficult.' Autists take language literally. 'Sometimes people mean something else with what they say, and I often miss that. That makes me uncertain.' Autism occurs in different forms. 'In any case, autism is hereditary, and there are certain symptoms - in my case, a need for structure and clarity. My perfectionism makes it difficult to separate main issues from side-issues. And new things are scary for me.' During a chess game Maarten is in his element. 'I'm very good at focusing. Via the health institute GGNet I play indoor soccer. That's fun, but it's also hard. I am a slow thinker and I cannot size up a situation at a glance: should I pass the bail or make an action myself?' Tom Meurs enjoys strategic thinking

Tom Meurs (17) has Asperger's. This pre-university education student has been playing chess since he was eleven. 'They needed a player for the school chess team. So I quickly learned the rules, and it was fun.' Soon he became a member of the chess club in Ermelo, and he joined the chess camp of De Schaakmaat at

Tom Meurs (left) with his trainer Merijn van Delft.

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the Open Dutch Youth Championship. Tom trained with the Stichting Bevorderen Schaken Apeldoorn (Foundation for the Promotion of Chess in Apeldoorn), and now plays in the second team of Homburg Apeldoorn. His Elo rating is 2175. 'I want to cross the 2300 mark within a year. 1 train with 1M Yochanan Afek for two hours every week, and via email with 1M Tibor Karolyi, with whom I have stayed in Hungary for a week.' Tom often doesn't understand exactly what other people mean. 'Sometimes I attach too much meaning to it.' An advantage of his Asperger's Syndrome is that he is good at concentrating. 'Especially during trainings. A disadvantage is that during a tournament I sometimes feel less at ease, which is bad for my performance.' In recent months he has taken up boxing. 'That's a strategic sport. Taking blows, fighting back. You become self-confident, because you have to dare to attack as well. It is very much like chess.' The nice thing about chess, Tom thinks, is that it is a very strategic game. 'It offers you full scope to apply all your understanding and your creativity. You really have to work hard; analyse, make plans, look deeper than your opponent.' Tom has a tip for chess trainers. 'At De Schaakmaat they wanted to slow me down when I had finished Step 4 in one week. Other children finish two pages in a week, but a kid with Asperger's, who is enthusiastic, can do a lot more. Such kids should be allowed to go ahead.' His social skills have improved a lot compared with ten years ago. 'Whether this is because of chess, I don't know. I've also learned a lot from the support of my parents.' What is autism?

Autism is a congenital neurological disorder. Symptoms are: limited social skills, a need for structure, and problems with emotions, empathy, self-image, language, imaginative powers and locomotion. Autists have trouble internalizing sensory stimuli as a coherent whole. Autists often have a limited field of interest, in which they can specialize strongly. To cope with the complexities of the outside world, autists seek refuge in fixed habits and patterns. We speak of the Spectrum of Autism Disorders. Category classifications are: classical autism, MCDD (Multiple Complex Development Disorder) , the Asperger's Disorder, and PDD-NOS (Pervasive Developmental Disorder Not Otherwise Specified) . Approximately one in every 200 persons has an autistic disorder. Boys suffer from it six times more frequently than girls. The better their environment is geared to their needs, the more autists will be able to develop their qualities. Chess is suitable for autists

'Chess is definitely a suitable sport for autists. The rules of the game are clear, there is no physical contact, it's nice and quiet', says Heleen Kers from Apeldoorn. Via Heleen, a dozen children of De Ambelt - a school for special education - have joined the school chess club De Schakel. 'You can teach them in a normal way, but you must give them individual attention. And the teacher must use straight language.' 119

In Putten, the 'Foundation for Groundbreaking Talents' organizes chess lessons for young people with an Autism Spectrum Disorder (ASD) . This is done in cooperation with the local chess club PSV DoDo. Initiator Jacqueline van den Brink: 'They are often able to think very logically, and this fits in well with chess, which is a game that is very structured and surveyable. Autists are often perfectionists. When playing chess, they have a grip on what they are doing.' The experience of Poulien Knipscheer, a chess trainer and pedagogue from Rotterdam, is that as a trainer you have to express yourself very clearly, and give a lot of information. 'To autistic children who learn to play chess, it's better to explain everything in one go than to introduce the rules and their exceptions step by step.' Chess is a good means for creating mutual contact, is the conclusion of recreational and leisure activities coordinator Wicher Struik of the Leo Kanner House. 'By joining this little club they belong somewhere, and that strengthens their identity.' Peter Hamers gives chess lessons in the Leo Kanner House as a volunteer. 'When giving chess lessons to autists, your group should be small and surveyable. You must state clearly what you are going to do during the lesson and you must stick to that. Their mastering of the game adds to their self-respect. It also makes them feel more appreciated.' Four autistic boys between seven and twelve years old receive one-hour chess lessons from Willem van der Hulst, who is on an Early Retirement Scheme, on a weekly basis. 'The most important thing is to have patience. Now and then they are very busy and impulsive. You must tell them clearly what is expected of them. Also, you have to motivate them, as they often find it hard to take initiatives by themselves. You can see how much fun they're having. I have the impression that chess is very good for their development - intellectually, socially and emotionally. It also gives them self-confidence, as they learn to be good at something.' Walk-in Centre InsideAut in Alkmaar has a chess club. Many people with autism like to play chess and they do it well, says professional employee Carola Zwartjes. 'It is safe and structured here. At a 'normal' club, people with autism often miss social association with other club members.' The Australian 1M Alex Wohl has trained the talented Trevor Tao in the 1990s. 'You have to explain everything as simply as possible', he says. 'You should not assume that certain knowledge is present, or that something will be understood. You have to check all the time if what you say is getting across. With many autists you can communicate really well, but it's different than with most other people.'

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ORGANIZATION & COMMUNICATION

Cl Organization Cl.l Top-class sport and recreational sport

Top-class sport and recreational sport are often worlds apart. But this does not always have to be the case. Of course you do not have to bother a seven year-old girl who attends lessons and plays a weekly game at the school's chess club with information about grandmaster games. But a simul with twenty other children against a strong former student of the school can be a lot of fun. Children will be amazed that such a boy or girl can play so many opponents at a time. Parents who come to watch will also think of it as a marvellous achievement. Their amazement will grow when they watch a blitz game - they never imagined that chess pieces could fly over the board so quickly! In The Netherlands people have never played chess as massively as when Max Euwe became World Champion. People clung to the radio massively. We are talking about a time when there weren't any computers - there wasn't even tel evision. Even though hardly any Dutchman will understand the difference in level between the World Champion and the Dutch number 1000, still having a champion can stimulate many people to start practising a sport. Although, people are not always up to date everywhere. Once grandmaster Artur Yusupov, a member of Schaakstad Apeldoorn, visited the town house of his home town in Germany. He mentioned his name to the civil servant, who frowned: 'Yusupov, Yusupov... , that's a well-known name.' A chess grandmaster nods politely in such cases. 'Ah, now I remember', said the civil servant. 'Of course - you are the husband of the coach of the school's chess team that took second place in the national championships!' Many top-class chess players enjoy the experience of now and then giving workshops to well-motivated youth players. This not only applies to top players at the local club, but also to international masters and grandmasters. In order to analyse a game, an interest in children is the chief didactic prerequisite. If necessary, a more didactically experienced person can be asked to assist. The children will have a field day. Actually, top players are more often than not willing to do this. It's just that nobody asks them. In fact, that was exactly what grandmaster Jan Timman replied when asked why he was hardly involved in the education of young top talents. The authors of this book know from their own experience that he was already prepared to give workshops years ago. For talented youth players, teaching is a good possibility to develop 121

communication skills. It also forces them to reflect more closely on the matter at hand. By the engagement of stronger club players, masters, and talented youth players for regular trainings or guest trainings, more youth players will get the opportunity to further their development. For years Apeldoorn has known a primary school competition, in which more than twenty primary schools play against one or more other teams. This competition was an initiative by a few enthusiastic chess club members, like Hessel Visser. In the past, once in a while a talent would break through, but he would have to find his way to the top (or not) all by himself, with only his parents' support. After Marc Jonker, Renate Limbach (as trainers) , and Karel van Delft (as an organizer) had set up a top training programme for youth players, many Apeldoorn youths developed quickly and achieved regional and national titles. This has resulted in a dozen or so players having a 2000 rating - or much higher - who play in the foremost teams of Schaakstad Apeldoorn today. The trainings did not get off the ground without a struggle. A number of club members feared that top-class sport would be at the expense of the pleasant atmosphere at the chess clubs. Practical experience shows that a number of youth players who received extra trainings in the past have by now become active chess organizers. A number of these former youth players, such as Martin van Dommelen, Stefan Kuipers, Sjef Rijnaarts and Roeland Pruijssers, give trainings themselves today. C1.2 Chess club or foundation

Dutch chess clubs often have a weekly club competition, and club teams participate in competitions against other clubs. Sometimes there is an entertaining evening with, for example, a blitz tournament. Clubs have -less and less - club bulletins, and more and more clubs have their own websites. Many clubs have a youth section of their own. Many of them organize tournaments where players from other clubs are welcome. A limited number of clubs play on top level, with or without the support of a sponsor. Here and there, chess foundations are established by people with ambitions that reach beyond those of the local club(s) . Some clubs cooperate under the umbrella of a foundation for part of their activities, like tournaments and trainings. One reason for establishing a foundation may be that many fellow club members aren't interested in more than their weekly game. Sometimes they fear the financial risks of extra activities. Often they just prefer things to stay as they are. A foundation with a few enthusiastic people often turns out to be more decisive than club boards, which have often grow indolent over the years and do not have a clear vision of their possibilities and their future. It can be finanCially advisable to separate the relatively large tournament budgets from the modest club funds. Obviously it is a good thing for chess clubs and foundations to cooperate where possible.

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Armen Hachijan during a club evening of Schaakstad Apeldoorn. (photo Cocky van Delft)

Karin Pruijssers during a club evening of Schaakstad Apeldoorn. (photo Cocky van Delft)

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C1.3 Policy plan

In a policy plan, an organizaton writes down its aims and how it wants to achieve them. This can be combined with an organizational set-up including a division of tasks. For example, a club can make a policy plan which states that it aims to realize top-class sport, recreational sport, talent development and promotion of their sport. This involves a wide array of activities. These can be put on a list, which also contains the names of the responsible board members and other staff members who are responsible for the activities. Using such a policy plan, the board can evaluate regularly and give account at general meetings. The chairman or the secretary can keep an eye on the day-to-day proceedings. The advantage of a policy plan with an added organizational scheme is that the activities are clearly structured, the various responsibilities are put on paper, and if something goes wrong this will quickly become clear. Cl.4 Costs

In comparison with many physical sports, chess is a cheap sport. Weekly club evenings and walk-in hours for novice youth players are not expensive. Talent development, however, does have a price. That's normal. Why should it be free of charge? Nevertheless, where chess is concerned, some club members and parents have a different opinion. They are, of course, fully entitled to this, but as a rule their objections will hamper youth players in their development. For the organization of good trainings and the achievement of good results, good trainers are needed. And they tend to cost money. Why should a chess trainer earn less than a music teacher or a tennis coach? And an ambitious youth player also needs books and a chess computer program. Cl.S Volunteers

With all kinds of sports, many tasks are performed by volunteers, and only trainers receive payment. Some organizations suffer from a lack of volunteers, whereas for other organizations this is much less of a problem. The difference is not only a question of 'good or bad luck'. It turns out that every organization that has a sufficient or even a large number of volunteers, fulfils a few specific conditions. It is important that one single person or a small group of people act(s) as (an) enthusiastic pioneer(s). Volunteers like to be taken seriously by their organization. They do a better job performing their tasks if they feel that their opinions are listened to, and if they themselves bear the responsibility of giving shape and content to their tasks. More people will be willing to volunteer if their tasks are clearly described, and if a club asks them to do activities they are interested in, and/or which do not take too much time. It is a good thing to express your appreciation for the volunteers with a nice activity. This may be, for instance, a simul with a strong player, or a fun tournament between them. SBSA was once involved in the organization of a tournament where supervisors of the more than twenty school chess clubs in Apeldoorn took part. Volunteers can also have limitations or bad character traits. They may forget things or be a little casual with their appointments. It is fatal to a club, and certainly to top-class sport, if volunteers view their activities as being free of obligations. 124

It is important that someone bears the final responsibility for each activity. In consultation with volunteers, he can see to it that appointments are kept, and communicate regularly by email or telephone, or verbally.

L. to r. Sipke Ernst, Manuel Bosboom, Arthur van de Oudeweetering and Merijn van Delft win the national KNSB cup for Schaakstad Apeldoorn in Groningen.

C1.6 Calendar

Planning activities per year is convenient. It enables everyone to know timely what is on the programme. It also enables a good changeover of activities. It is useful if everyone involved knows where they can consult the calendar - on a clubsite, for example. Cl.7 Evaluation, second opinion

An organization will function better if the board evaluates its activities regularly. This involves making an inventory of experiences and opinions, and establishing what can be improved the next time around. It will lead to a better commitment if all the staff members of an organization get the chance to give their opinion and see that the board takes them seriously. A board should also explicitly involve youth players in the youth policy of the organization. Evaluation can be done in different ways: in passing, during brief conversations, in meetings, or via inquiries. Anyone can make a mistake. Therefore, people who perform a task do well to 125

regularly ask others for a second opinion. For example, it is not a lot of work to have someone else read through a press release via email before you send it around. It may contain spelling mistakes, or the author's intentions may be unclearly formulated, or he may forget to mention the time schedule or the playing venue. The same goes, for instance, for tournament scenarios or training programmes. Never forget that a chain is only as strong as its weakest link. A soundboard is also useful. In SBSA's early years Petra Stellwagen, Daniel Stellwagen's mother, actively thought along with the foundation via email about the development of activities.

Analysis in club venue 'De Brinkhorst' after the m atch Schaakstad Apeldoorn - HSG.

C2 Communication C2.1 The importance of communication

A chess organization that wants to function well, should communicate well. This should be taken into account with all its activities. It is rather unfortunate if at the start of a Premier League game two boards remain unoccupied, if these players do not take the trouble to call the team captain and the latter does not have their mobile phone numbers at hand. Appointments about such things are no luxury. Good communication leads to better involvement. A club board confers with the members at the annual general meeting. But a chairman can also occasionally make a short speech at the start of 126

a club evening, bringing the members up to date on topical issues in a few sentences. Bulletins, a website and email newsletters are different means to involve members and other interested people in your organization. The board of a club can hang announcements and information about tournaments on a notice board which also displays the club competition results. Good communication is two-way traffic: you tell people things and you listen to them. Organizers will gather a lot of information if they regularly ask committed people for their opinions.

L. to r. Arthur van de Oudeweetering, Lucien van Beek, Merijn van Delft and Manuel Bosboom win the Dutch b litz team cham pion ships for Schaakstad Apeldoorn in The Hague.

C2.2 Inquiry

With an inquiry, a chess club board can gather information from its members. This can also be a useful instrument for the development of an active youth section. Since a club board can bring all kinds of questions to the attention of youth players and parents with such an inquiry, this also has the effect of an activating research project: by presenting possibilities you will hand people ideas. In the appendix section we have included an inquiry that was once held at De Schaakmaat when we were setting up a youth training programme there.

127

C2.3 Contacts with the media Via media like radio, tv, newspapers, local papers and Internet sites, a chess organization can generate free publicity and in this way involve more people in its chess activities. Sponsors are always interested in publicity. A tried and-tested recipe to get sponsors mentioned in the media is by connecting the sponsor's name to that of a club or an event. Schaakstad Apeldoorn, for example, has acted under the artist's names of BIS and Homburg Apeldoorn. In full, the Apeldoorn weekend tournament is called ROC Aventus Open Apeldoorn Chess Championship. A chess organization can generate exposure in the media via contacts with journalists. It is practical to first make a press release, then contact journalists in person or via telephone, and then send them the press release. It is important for an organizer to think about the question why a journalist should want to receive his information, and to keep his message concise. A journalist will only be interested if he thinks that his readers or listeners will be interested. This may be the case if, for instance, a well-known chess master takes part in the tournament. A journalist is always looking for news, that is: information that is new and interesting for the public. C2.4 Press release A press release should be short and sweet. The receiver should get an answer to six questions: who, what, where, when, why, and how. The information should be actual. A press release should contain information about the sender, his phone number and email address. This allows a journalist to contact him without trouble if he wants to have more information.

Producing pieces of

beautiful prose doesn't make much sense. Usually, journalists write down their own version of a story, though editors from local papers sometimes copy the delivered texts in full. It is wise to timely contact journalists personally (two weeks before the event) to make practical appointments about the sending of a press release or a report on an event. It is practical to make a press list (with names of contact persons where possible) of media that may be interested in chess activities. C2.S Email newsletters Via email messages, an organization can keep in contact with relations in a quick and cheap way. An example is SBSA's weekly email newsletter. It has a standard format. On top is the SBSA logo and the heading 'SBSA email newsletter', followed by the number of the newsletter and the date. The next line mentions that earlier email newsletters can be read on the foundation's website www. sbsa.nl. For non-Dutch-speaking relations, a summary in English is given first. This is followed by a table of contents and a list of attachments. These attachments are mostly pgn files with interesting games that are connected with an article in the email newsletter. The editor of the SBSA email newsletters is SBSA's secretary Karel van Delft. He writes a number of texts himself, but every year there are around 70 different people who also send in texts, photos and games. Every now and then the editor will slightly edit these texts to make them more reader-friendly. 128

The articles are presented in the order indicated by the table of contents. Under a heading in bold letters the text is given. An article often starts with a picture, and sometimes it contains a chess diagram. Articles and photos are accompanied by the name of the author or the photographer, unless the text or picture has been made by the editor. Pictures serve to illustrate the texts and brighten them up. They are highly appreciated by most readers. Furthermore, players' faces will become known to those who do not know them yet, and those who do know them will enjoy recognizing them. Also, pictures will liven up the atmosphere of the described events. There are several calendars at the end of the newsletter: a general calendar of chess activities in Apeldoorn, the competition dates of the Dutch Chess Federation KNSB, a youth calendar, and a calendar with SBSA youth training dates. Then there is a list with data of Apeldoorn chess clubs and their websites. The articles range from extensive tournament reports to results and tournament announcements with lists of applied participants. The reader can quickly find his way in the newsletters by their clear, standardized lay-out. One reader may only be interested in a workshop by a grandmaster, another may want to read an extensive report on a tournament where a youth team took part. The editor arranges the texts in a Word file. After the newsletter has been sent, the Word file is cleared of all the information that is no longer topical, and this file is used as a basis for the next newsletter. Throughout the next week texts are sent, and the editor often places them in the next newsletter on the same day already so as to have less workload on Sunday evenings, when the messages are sent around. Pictures are scaled down with a thumbnail program (50 to 200 kb) and then copied in Word with the Paint program. This way the newsletter will be less than 2Mb even if it has twenty pictures. pgn files are mentioned in the list of attachments and are ready for use on the computer's desktop. Before the editor sends the newsletter on Sunday evening, he copies everything from Word into Outlook. Attachments are added, and the newsletter is sent with the help of several mailing lists. The

newsletters

keep

SBSA's

relations

up-to-date

about

events

and

developments. There are around 600 recipients, about one-third of whom are inhabitants of Apeldoorn. Of the others, several dozens are contacts outside The Netherlands, or chess players from the rest of the Netherlands. Many of these are people who regularly participate in events in Apeldoorn, or chess organizers. Attracting participants to events is partly done with the email newsletters, which saves us a lot of correspondence work. C2.6 Internet site An Internet site is an effective means of spreading information. It can contain texts,

pictures,

films,

game

collections,

and

tournament

calendars.

The

webmaster may be a member of the board, or a volunteer who simply enjoys the work. Websites are very cheap these days. For a few tenners a year you can already make one. A weblog is a simpler version of a website. It consists of one single page upon which pictures and texts can be placed. This is often free of charge. Ruben Kuijper, who participates in SBSA youth trainings, has his own weblog on which he reports on his experiences, his favourite chess books, and his games. 129

C2.7 Flyer, poster Flyers and posters are approved means of attracting participants to join activities - even more so if they are made up in colour, with an attractive illustration. It is easy to make a flyer on A4 format on a pc. Such a flyer should contain information, a contact address, possibly a logo, and sometimes a picture to attract attention. Excess information is not advisable. The marketing formula AIDA is a good guide for design and content. The formula stands for Attention (which it should attract), Interest (which it should arouse), Desire (it must be desired) and Action (it should inform which action can be undertaken to make use of the offer). Chess organizers can also design a poster themselves on a computer - they are often made on A3 format. It can be put on paper either by printing it out yourself, or by handing in a digital file on a usb stick or a CD-ROM in a copy shop. Organizers of bigger tournaments often engage professional printing companies,

but this is only possible with a sufficient sponsoring

budget. Spreading flyers and posters can be done by fellow club members. The organizers can hand out the information at tournaments and clubs. They can, for instance, pin up posters in libraries, at tournaments, in community centres, on the windows of private houses, in shops, and in schools. C2.8 Making a CD-ROM or a DVD A chess organization can make a report on CD-ROM or DV D about a jubilee evening, a chess tournament, a workshop day, or various other activities. One disc can contain pictures, films, pgn files with game collections, and texts. A short preface may be given in a Word file. There is a lot of free-of-charge study material on the Internet. A trainer can gather useful material and put this on a disc for his young pupils. With software that can be downloaded free-of-charge on the Internet, a picture can be made into a box sleeve. In the same way it is possible to make a sticker to put on the DV D or CD-ROM. The making of such a disc doesn' t have to cost more than one euro apiece. C2.9 Club bulletin A club bulletin is an opportunity to involve members more strongly with their club. It can contain actual communications, but also enjoyable stories and reports on competitions. The club bulletin can also contain actual information about, for example, the club board, membership dues, a calendar of activities, or other pieces of information. Club bulletins on paper are increasingly giving way to email newsletters and/or websites. ASV, in the nearby Dutch city of Arnhem, for instance, has been publishing a weekly two-sided A4 sheet with information and game reports for decades. This can combine perfectly with other publications. The advantage of such an information sheet, which is literally handed out, is that it will be quite hard for club members to miss the information.

130

C2.10 Sponsors Sponsors are important to help a club pursue a sport on a certain level. Sponsors provide money with which strong players can be hired for a team, or a tournament with an attractive prize fund can be organized. By attracting strong players, a team will be able to play on a higher level. Also, their contribution will help raise the level of young talents in a club. As a rule, youth talents will not be able to develop much further than the level of the best player of their club. The higher the prize money, the greater the chance will be that strong players visit a tournament. If it is known that a few strong players, e.g. (grand)masters, take part, this will attract more other players as well. It is not easy to attract sponsors for chess activities. Chess is not a mass sport, and chess organizations - club boards, but also regional and national chess federations and the world chess federation FIDE - are often rather amateurish. A sponsor wants to get something in return for his money. A chess organizer who wants to bring in sponsors must think of motives why a sponsor would want to give money or, for instance, provide a playing venue. The organizer must create a win-win situation. Practice shows that chess sponsors often have affinity with the sport themselves, or they sympathize with the volunteer work of the organization. Often relatively small amounts of money are involved: a few hundred euro. Such sponsors find it advantageous to sponsor a chess activity or, in any case, they do not mind spending a small part of their sponsoring budget on it. With bigger tournaments that generate more publicity, the sponsorship will fit in with their public relations policy and then the grounds for the sponsorship will be more commercial. In Apeldoorn, our weekend tournament has been sponsored for years by the local ROC (i.e. Regional Education Centre) , which advertises as a sports education centre. The workshop event 'Youth Meets Masters' is financially supported by a shop-owner in Apeldoorn whose son is a chess player. With his working days, this shop-owner cannot do any volunteer work, but sponsoring enables him to make a contribution. His son is not a youth player any more (he is a chess organizer in another town now), but the shop-owner is still sponsor. Often organizers mainly look out for their own interests - they need money. It is advisable to also look at sponsorship from the other side and to investigate what can motivate potential sponsors, and how the organizers can approach them personally. It's more effective to have one pleasant conversation than twenty unanswered begging letters. A talk with a sponsor will go better if the organization describes the activity that is to be sponsored concisely on half an A4 format sheet beforehand, listing also their promotional activities. In general, not a lot of money goes around in chess. This is where many boards of chess clubs pay for being too amateurish. In order to spread the risks, it is advisable for a chess organization to find a different sponsor for each activity. This also reduces the amount of money that is needed per activity, and increases the chance of getting more sponsors interested. C2.11 Live commentary Live commentary is the explanation by a (mostly strong) player of a game to an audience with the help of a demonstration board. This may, for instance, 131

be a competition game that is being played at that moment. A commentator may also discuss a game from an international elite tournament in a cafe. On a school club evening, players can show a game they have played against another school team. Live commentary is an approved form of explaining the game of chess to people - especially to motivated youth players. This can be interlarded with amusing anecdotes. During

Premier

League

home

matches,

Schaakstad

Apeldoorn

always

tries to organize live commentary. Many strong players will not be available on these days, because they are playing themselves. However, there may be strong players who are no longer active in competition, like Jeroen Noomen in Apeldoorn, who are willing to give live commentary. Every now and then, a player who has quickly finished his game gives comments. Sometimes also a strong reserve player can do the job. Since

the

Fall

of

2007,

Schaakstad

Apeldoorn

organizes

commentary

sessions before the club competition on Tuesday evenings. These 'Buro Post' game analyses (named after its sponsor) last 45 minutes. In the first year they were performed by turns by the eighteen-year-old club members Roeland Pruijssers and Stefan Kuipers, who also give SBSA trainings. They discuss their own games, and also games from the club competition, taking into account that there are weak as well as strong players in the audience. This is known as a 'layered presentation', i.e. a presentation given on various levels at the same time. At the beginning of the session there are roughly ten people present. This mounts up to around 30 right before the beginning of the games. At the end of the first season, it was decided to reserve the final 15 minutes for a presentation by a youth player who participates in the club competition. Here, the commentators function as assistants. The first youth player to do this was nine-year-old Thomas Beerdsen, who showed a game that had won him the brilliancy prize at the Dutch U-12 championship. C2.12 Chess newspaper A local chess newspaper can inform many people about activities, and with sufficient advertising sales it can even bring in money. It can be a good visiting card for a chess organization, and also a means of education. Since 2000, Schaakkrant (i.e. Chess newspaper) Apeldoorn annually appears in september as a removable section in the tabloid-format local newspaper 'Apeldoorns Stadsblad'. This chess newspaper is an initiative by SBSA, with the intention to bring chess in Apeldoorn to the attention of a large audience. The paper is an eye-catcher, with several large pictures, a coloured front page, and a state of-the-art layout. The wide diversity of chess life in Apeldoorn finds expression in this publication.

It contains,

for example,

tournament announcements,

some attractive fragments from games by Apeldoorn players, interviews with youth champions, and stories about school chess and computer chess. A list of addresses of chess clubs in Apeldoorn is included, as well as a number of links to websites. The circulation of this newspaper is 68,000. 2000 extra copies are printed to be distributed at chess events. The 'Schaakkrant' usually has eight pages, half of which are in full colour. Almost half of the pages are filled with advertisements, which pay for the paper, and the other pages are available for content. Some of 132

Berby Hanekamp does the layout of 'Schaakkrant Apeldoorn'.

the advertisements are related to chess. SBSA takes care of editing, attracting advertisers and collecting pictures.

Printing and distribution is done by the

publisher of Apeldoorns Stadsblad, with whom a contract has been drawn up. The layout is done by the communication agency Nijsen Media B.V. The advantage of cooperating with such small agencies is that flexible working arrangements are possible. The budget has been fixed with the publisher of the newspaper. The company makes invoices for those advertisements that cover its expenses. The other advertisements are invoiced by SBSA. Usually there is a small profit, which is utilized for chess activities. It takes some work to make such a paper. It is important to have good copywriters and photographers. SBSA often manages to get free or cheap services by professional volunteers. Quality is important - a text should be a good read, and a picture should please the eye. Advertising space is sold to companies and institutions with which SBSA has - often personal - relations. In an agreement, clear arrangements are made about prices and in which form the advertiser should send his material to the layouter. For the making of the paper, a well-worked-out editorial set-up as well as a good production plan are important. Since it is volunteers' work, it is important to start on time. By putting all the activities on paper you will not forget anything. The editor sends the production plan to various people involved, asking them to make a critical judgement. Contacts with the publisher are maintained via a regular paper manager. SBSA draws up a contract with the paper manager, and a few weeks before publication 133

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the latter sends a technical memorandum.Such commercial publications are only profitable if three-quarters of their content consists of advertisements. The use of volunteers will lower the costs, and the paper will be financially feasible with only one-third in advertisements. After publication of the paper, a pdf version is also published on the SBSA website by webmaster Marco Beerdsen. Traditionally, our chess newspaper appears approximately one week before the Apeldoorn championship weekend. When they think about the contents, it is important for the editors to realize who their readers are. The larger part of the audience is not anxious to read extensive club board reports, or to look at portraits of board members. A deliberate choice has been made in favour of as many large advertisements as possible. For a volunteers organization it is virtually impossible to attract a large number of small advertisers and keep in touch with them. C2.13 Chess stand on a market or a festival A chess club or foundation can reach a large audience at markets or cultural festivals. Club members can, in a stand or simply by putting down a few tables, play blitz against the public or give a simultaneous exhibition. In a flyer for the public you can briefly describe what goes on during an evening at the chess club. A collage of pictures on a board will have great attention value, and it can provide a sneak preview of a club evening.

Johan Wolbers gives a blindfold simul on the market square in Apeldoorn.

135

C3 Tournaments and events C3.1 Weekend tournament

A weekend tournament consists of six rounds with a four-hour time control (maximally two hours per player per game). One round is played on Friday evening, on Saturday there are three rounds, and the final two rounds are played on Sunday morning and Sunday afternoon. The players are often divided into two level groups. Usually, participants are allowed one free round (a 'bye'), for which they get half a point. In Apeldoorn, two byes are possible in the first four rounds. For churchgoers it is possible to take a bye on Sunday morning, for pub-crawlers it isn't. One of the advantages of two byes is that youth players do not have to play in the evenings, or if, for example, they have a soccer game on Saturday morning, they won't have to give that up. Youth players tend to gain a lot of experience during weekend tournaments. If they finish their game quickly, they can spend their time analysing, or watch the stronger players at it, or play blitz with each other. A strong chess player can give live commentary on the top boards on Saturday and/or Sunday afternoon. He can also discuss a game by a promising youth player. The organization of a weekend tournament is quite extensive. It is essential to have a good scenario. It is important for the organization to have enough staff members who can take over the tasks of others if necessary. It is also important to start early with the preparations. With an organization that works with volunteers, a lot of things can go wrong. Staff members may fail to meet their commitments, or there are differences of opinion. In any case, the coordinator of the event should possess a good deal of patience and endurance. Artur Yusupov, who is also a chess organizer himself, is of the opinion that every chess player should work in a tournament organization once in his life. For certain players it will be very revealing to see what the organization of such an event entails. C3.2 Blitz tournament and rapid tournament

As a rule, a blitz tournament lasts one day. The time control of the games is usually five minutes per player. A rapid tournament usually also lasts one day, with seven rounds. The time control is usually 20 or 25 minutes per player. For both of these tournament variants it is important to have a good scenario. Its items can be taken from the scenario for a weekend tournament. SBSA organizes four or five rapid tournaments per year in the Apeldoorn Mind Sports Centre, and the blitz championship of Apeldoorn is held in a cafe - for instance, the local Art Cafe 'Sam Sam'. These tournaments are made financially possible partly by sponsors. The blitz championship is held in a cafe every Sunday after Schaakstad Apeldoorn's first team match in the new calendar year. As a rule, several international masters take part. Before the blitz tournament, a (grand)master, who also takes part in the blitz tournament, gives a simul to participants of the SBSA youth training, who also take part in the tournament. As the international (grand)master is there for the blitz tournament anyway, he will be willing to give such a simul for a modest fee. 136

Sipke Ernst during the ROC Aventus weekend tournament.

Sebastian Siebrecht playing Friso Nij boer during the ROC Aventus Open chess championship of Apeldoorn.

1 37

Staff members of the ROC Aventus weekend tournament:

I.

to r. H enk Scholten, Paul H am and Marco Beerdsen.

H enriet Springelkamp during ROC Aventus.

138

Tom Smid w atches Alexander Kabatianski play during the MuConsult rapid championship. ( photo www. fredlucas. eu)

Merijn van Delft playing Martin van Dommelen during the MuConsult rapid championship. ( photo www. fredlucas. eu)

1 39

C3.3 Tournament scenario

The organizing committee of a tournament has to think of many practical things. In the appendices there is a list with keywords and an extensive scenario for a weekend tournament. It is useful to include all sorts of practical tips in such a scenario. At a number of tournaments, for instance, the tournament director will make a short speech. As this speech will escape the attention of many of the players, it is more effective to also include important announcements in the tournament bulletin. The organization can make or break a tournament. It is, for instance, advisable to keep spare material at hand. It will be frustrating to discover that the printer cartridge is empty and, consequently, pairings cannot be printed out. Often, doors will be rattling during tournaments. A towel around the door-handle or a foam rubber frame will damp the noise.

Freddie van der Elburg versus Armen H achij an during the MuConsult rapid championship. (www.fredlucas. eu)

C3.4 Chess festival

A chess festival is a nice way to bring chess to the attention of a broader audience, and to offer adults and young players a few pleasant hours. The programme can consist of various items. At an SBSA festival in the Mind Sports Centre in Apeldoorn, international master and TV host Hans Bbhm gave a lecture to more than one hundred attendants about a book that he had written together with grandmaster Jan Timman. On that same festival, Johan van Mil and Erika Sziva from the Dutch company ' De Beste Zet' sold chess books, Harold van der Heijden had a stand where he gave explanations of endgame studies, the Apeldoorn correspondence chess grandmaster Jacques Kuiper gave information about correspondence chess, Merijn van Delft played 'opening doctor' at a table, the board of the Lightning Chess Foundation organized two-minute chess tournaments, videofilms were shown on pc's, there was a cosy bar, there were 1 40

chess lessons for beginners, a blitz tournament for youth players, and simuls. On two occasions there was a sponsor who connected his name to an SBSA festival. It generated quite a lot of publicity for them. If all staff members are working on a volunteer basis, the costs will not be high. A scenario is very useful to have at a festival. C3.S Chess party

If now and then the members are having a good time, this will improve the atmosphere in an organization. At a club enjoyable meetings can be organized, with food, drinks, blitz, a simul, or a nice chess movie.

C4 Yout h c hess C4.1 School chess club

The organization of a school chess club can be quite simple. There are enough children who want to play chess. It is important that there is at least one adult who wants to spend a few hours on the club every week. Often school chess clubs hold weekly one-hour meetings. During this hour, children play a game with each other for half an hour (with or without a clock) and they receive a lesson during the other half hour. With the pairing program Sevilla, which is free downloadable, it is possible to quickly and easily make a competition pairing. The lessons usually follow the Step-by-Step Method. This instructive and structured method does not require much chess knowledge from the teacher - certainly not with the first two Steps. This is just as well, since school clubs often depend on well-meaning parents who are not strong chess players. It is a good thing to regularly discuss games with children. A school chess club can inCidentally invite guest trainers to do this if necessary; for example, an uncle of one of the children, a member of a chess club, or a former student. Regular trainers who can analyse with children are often hard to find. There is a much greater chance that a strong player agrees to visit once in a while or, for example, four times a year. Having a handful of these people over will already secure a number of worthwhile trainings. If there are several level groups, two adults can divide the tasks: a chess-playing parent can give lessons to two groups by turns, while a non-chess-playing parent keeps a look-out during the competition games. Schools teams can compete against each other. Apeldoorn has a school competition where dozens of teams play. Another possibility is a 'mass meeting', where two school teams with, say, fifteen children play each other. A school chess club should be fun. It can be even more fun when, for example, movies are shown, simuls are given, and blitz tournaments or twosomes tournaments (child teams up with parent) are played. Not much material is required to start a school chess club: a few boards with pieces, chess clocks, and perhaps a demonstration board. If there are a few chess boards in the school hall, children can also play chess with each other during breaks. They will spontaneously teach each other the game. The school can download the Step-by-Step Method on pc's. Then, children who want to spend more time on chess can peruse lessons themselves now and then, or solve exercises. Enthusiasm is the 141

mainstay of the functioning of a school club. In Apeldoorn, Carla van der Hulst has led the school chess club at a primary school called 'Sjofar' for years. This nursery school teacher never got past Step 2 herself, but that did not stand in the way of her success at all. At a certain point, 140 children were playing chess at her school. There was no shortage of teachers. A few weeks before the summer vacation, young children could follow a few sample lessons to see if they enjoyed chess. If after the summer they went on to do Step 1, their parents were invited to attend lessons as well. A number of them came to like it, and after a while they became teachers themselves. You can set up a school chess club with very limited means, and one teacher will be enough already. Some schools have an extensive organization with many trainers, a wide range of activities and an own website. In both situations, organizers can draw inspiration from experiences gained elsewhere. You can easily gather such information by visiting a few school chess clubs and entering a few keywords in a search engine on the Internet. C4.2 School competition

Schools can play each other in competitions. Often this is done with teams consisting of four players. This takes a little organizing. Someone should take up the coordination and the communication - for example, via a website or an email newsletter. You need a pairing, competition rules, every school must have a contact person, and someone has got to buy prizes (trophies) and hand them out. It is useful to organize an annual meeting with everyone involved, and to draw up a scenario. Apart from - or instead of - a school competition, an annual local school championship can be organized in the form of a tournament. C4.3 Youth chess tournaments

Many clubs regularly organize youth chess tournaments. Usually the time control is 20 or 30 minutes per game, so seven games can be played in one day. In a number of regions, clubs cooperate to organize a Grand Prix series. Children quite enjoy being able to accumulate points in an overall list of rankings. Organizers will do themselves a favour if they draw up a good scenario with a clear division of tasks. Before the first time that you organize such a tournament, you are well-advised to take a look at the organization of another tournament. Many organizers will gladly share their experience with others. C4.4 Chess camp

Various clubs in The Netherlands organize chess camps at tournaments that last more than one day, like for example the Open Dutch Youth Championship in the region of Twente. The young participants camp there and are accompanied by their parents. Often there is a strong player present, who regularly analyses games with the children.

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CS Miscellaneous CS.l Creative Tournament

Creative thinking - what does this mean anyway? - is quite a hard thing to do. This conclusion was drawn by participants from the 'Creative Youth Chess Tournament' held in Apeldoorn in 1994. This was an initiative by what was then the top youth training section of 'De Schaakmaat'. The tournament had various sponsors, notary office Dijkstra de Graaff being the main sponsor. The starting point of this two-day tournament was that creativity is a thinking skill that can be developed up to a certain pOint. By way of a warming-up, participants were given a summary of the book 'Creative Chess' by Amatzia Avni before the tournament. A tournament book was made afterwards, entitled 'Op zoek naar het onverwachte' (i.e., 'In Search of the Unexpected'). In the event, twenty strong youth players took part - some of them from Apeldoorn, others from elsewhere in The Netherlands. On the list of participants were today's grandmasters Erik van den Doel and Sipke Ernst, as well as the international masters Lucien van Beek, Martijn Dambacher and Merijn van Delft. Most of the participants were of the 1979 vintage, which is the most succesful one in Dutch chess history. Perhaps this is a coincidence (after all, by definition one vintage will have to be the strongest) - on the other hand, the fact that these youth players did many things together and stimulated each other may have contributed to this success. In the tournament, the participants played six rapid games, and in between they attended lectures by the chess masters Joris Brenninkmeijer (a psychologist), Leon Pliester (a psychologist), Renate Limbach, Herman Grooten, and Dharma Tjiam. General practitioner Kees Gorter held a lecture about physical condition and nurture. Karel van Delft, also a psychologist, was the tournament coordinator. The lectures were about themes

Renate Limbach gives a lecture during the Creative Tournament.

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Participants of The Chess Ex perience. ( photo Ferdi Kuipers)

like the development of creativity in chess, the thinking (process) of the chess player, creativity and endgame studies, the power of pattern recognition, and the history of the theoretical development of chess. CS.2 The Chess Experience

In July 1999, six strong youth players from Israel, six from Germany and twelve from The Netherlands gathered together in Apeldoorn for almost one week. In the evenings they played matches, and during the day they trained together with Artur Yusupov and Mark Dvoretsky. There were also recreative and sportive activities, such as an indoor soccer tournament. A rapid chess tournament was also on the programme. The players stayed with host families in Apeldoorn. The team coaches were Yochanan Afek (Israel), Uwe B6nsch (Germany) and Loek van Wely (The Netherlands). The latter made his debut as a coach for the occasion free of charge. The event took place under the name of 'The Connection 1 Chess Experience'. With this name, the main sponsor PinkRoccade honoured the memory of its predecessor, the Rijks Computer Centrum (i.e. 'National Computer Centre'). Its founder, Willem Jan Muhring, had been a chess player who had promoted chess as a sport in The Netherlands together with Dutch World Champion Max Euwe. The organization of the event was in the hands of PinkRoccade and SBSA. The website www.sbsa.nl has a report on the event. The city of Apeldoorn and the Dutch chess federation KNSB were sub sponsors. This formula was inspired by meetings between coaches together with their pupils representing different republics in the former Soviet Union. The 1 44

idea came up in a conversation between Mark Dvoretsky and Yochanan Afek, when both were staying at Karel van Delft's home. The participants quickly became enthusiastic. The formula turned out to be attractive, and when the strongest players agreed to take part, it became an attractive challenge for the others as well. Later, this event led to similar meetings between youth teams from Germany and The Netherlands. Participants in this event were (including the titles they had at the time) GM Boris Avrukh, 1M Alik Gershon, 1M Alex Rabinovich, Michael Kobrin, Nati Ribshtein and Yevgeni Rapoport (Israel), FM Fabian Dettling, Jan Gustafsson, 1M Heiko Machelett, Florian Grafl, Stefan Bromberger and WFM Jessica Nill (Germany), G M Erik van den Doel, 1M Ruud Janssen, 1M Dennis de Vreugt, 1M Sipke Ernst, Lucien van Beek and Maarten Solleveld (The Netherlands A), and Merijn van Delft, Tom Middelburg, Nico Vink, Marten Wortel, Jeroen Willemze and Daniel Stellwagen (The Netherlands B). CS.3 Three-day chess event in Apeldoorn

Starting in 1997, an annual three-day chess event was organized in Apeldoorn for ten years on end. This originated at the top training of De Schaakmaat, later it was done by SBSA. The event (of which the first edition even lasted four days) consisted of various activities in which strong youth players from Apeldoorn took part, but also players from the rest of The Netherlands and sometimes Germany. Players from 'outside' stayed at the homes of chess players in Apeldoorn. One of the first participants was eleven-year-old Daniel Stellwagen, who later, as a grandmaster, participated as a trainer. Each year the items on the programme changed. Sometimes the event was combined with a home match by Schaakstad Apeldoorn, a chess festival, or the Apeldoorn blitz championship. In another year, an exposition of chess photos was held in the city hall during the event. Tournaments, simultaneous exhibitions and workshops were almost without exception part of the programme. There were also lectures. In the first year, pupils of national karate coach Jaap Smaal (white), who lives in Apeldoorn, and pupils of the Fred Groote kempo school (black) performed a living chess game in the city hall in Apeldoorn - they played the famous Anderssen- Kieseritsky game. On their heads they wore paper chess pieces. Frans van Veen, chairman of De Schaakmaat, gave a few chess lessons on every school for the occasion. Former draughts World Champion Ton Sijbrands announced the moves to the public that had come flocking in. In the second year, the Apeldoorn choir The Musical Selection Singers sang songs from the musical 'Chess' in the city hall. After that, Johan van Mil and Merijn van Delft played a blindfold game (and drew). Youth players made their moves on a garden chess set, which made it easy for the audience to follow the games. Chess composer Cornelis Siagmolen from Apeldoorn, who was already past ninety, composed tournament problems for various editions of the event. One time the organization discovered a dual solution. In such cases you can ask for a new problem, but a simpler idea was to ask the audience to name both solutions. A few elderly men knew why this was done. 'These days you have computers and of course they don't want you to use them to find the solution', one said to the other. The Three-day chess event was the precursor of the later 'Youth Meets Masters' event. After ten editions this formula was abolished. Every now and then it is time to take a new course. 145

Living chess game in the Apeldoorn city hall.

Ton Sij brands reads the moves during the living chess game in the city hall, Apeldoorn.

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Merij n van Delft plays a bl indfold game w ith J ohan van Mil in the Apeldoorn city hall.

Merij n van Delft gives a training during 'Youth Meets Masters'. ( photo www. fredlucas. eu)

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Manuel Bosboom during 'Youth Meets Masters', ( photo www ,fredlucas,eu)

CS.4 Youth Meets Masters

Youth Meets Masters (Y MM) is an annual event in Apeldoorn that is organized by SBSA on the final Friday of every Christmas holiday. During Y M M, a number of groups with youth chess players attend a workshop given by a strong player, often a (grand)master. The idea of these workshops is to pass on knowledge and insights, to give tips for study, and also to create a fascination for the game. The workshops enable people to make contact with each other, and friendships are struck up. Youth players from Apeldoorn as well as the rest of The Netherlands take part in Y M M. The workshops have a duration of approximately five hours. The players are of roughly equal strength in every group. Each group is a mixture of youth players from Apeldoorn and from outside. Some sessions are given in English, because some of the trainers are from abroad. Sometimes there is a group consisting exclusively of girls, with a female trainer. In recent years, the training is often held in the Mind Sports Centre in Apeldoorn. Most of the groups are seated in one big hall. The programme consists of various items. There is a basic set-up, but a trainer is free to deviate from this pattern. Some of the items are: an introductory round (the trainer asks questions like: who are you, how do you train), a (clock) simul with analysis after the games, and other themes to be selected by the trainer. Some trainers show one of their own games, others take a classic game. Explanations are given to the participants, and they are questioned about certain moves in the game. Sometimes a study-like endgame is discussed, sometimes chess problems. With the youngest age groups, the simul player gives comments during the game itself. During such a performance, Manuel Bosboom once made quite an impression by showing how good he was at piling up pieces. In the appendices there is a list of questions that can be used in a talk about (self-)training. The participants get a score form (see appendices), where pOints can be scored on each item. Each group winner receives a chess book. The participants are enthusiastic about Y M M. This can be gathered from the texts that 49 of the 59 participants sent in for the C D-ROM about the event that was made in 2005. It is quite an experience to train with a master, and Y M M is an inspiring event with a pleasant atmosphere, where participants can also get acquainted with players from elsewhere in the country. There are costs involved - trainers, hallrent and organization expenses must be paid. These are covered by a participant's contribution of ten euro supplemented with a sponsor's contribution by Van der Mey Jewellers. Parents of participants are allowed to watch during the workshops, provided they keep their distance. Some parents also make themselves useful by making sandwiches and helping behind the bar. On a number of occasions, the participants were offered home made soup and snacks made by parents and volunteers. Eating together tends to create an excellent atmosphere. Originally, blitz chess was an item at the Y M M workshops - in recent years the Apeldoorn youth blitz championship has been held in the two final hours. This is a seven-round Swiss event played in one single group. There are various (rating) prizes in the form of chess books. During this day, digital photographs and a film are made. These are later put on a CD-R OM, along with the material used by the trainers and a selection from the games. Participants, trainers, staff members and the sponsor later receive the C D-ROM 149

Alexander Kabatiansk i gives a training during YMM. ( photo www. fredlucas. eu)

Sipke Ernst gives a training during YMM. ( photo www. fredlucas. eu)

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Artur Yusupov gives a training during YMM.

Manuel Bosboom gives a blitz simul during YMM.

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as a concrete memory. During the day itself, the participants receive an issue of the Apeldoorn Chess Newspaper of that year. SBSA sponsors regularly provide small presents for all the participants. The day is organized by a working group of the SBSA. The scenario contains the following items: date, time, playing hall, bar staff, chess material (boards, pieces, clocks, demo boards), trainers, attracting participants and pairing them (participants can apply via a notice in the SBSA email newsletters), ordering scoresheets, chess books as prizes (for groups and for blitz), making score forms, making photographs and a film, making C D-R OMs, bringing along Chess Newspapers, budget (collecting contributions, contact with the sponsor, payments). Not only the participants, but also the trainers find the Y M M formula inspiring. Alexander Kabatianski, who takes part every year, emphasizes how he can always read the inspiration from the children's faces. He calls this the 'inner chess flame'. The late Rob Hartoch told us about his experiences as a Y M M trainer in an interview given elsewhere in this book. The trainers are largely recruited from among the players of Schaakstad Apeldoorn's first team. In 2005 the workshops were given by Artur Yusupov, Daniel Stellwagen, Sipke Ernst, Alexander Kabatianski, Manuel Bosboom, Arthur van de Oudeweetering, Merijn van Delft, Rob Hartoch, Lucien van Beek, and Evi Zickelbein. Nine out of these ten trainers are members of Schaakstad Apeldoorn. Daniel Stellwagen started years ago as a participant in a precursor of Y M M and now he has given several workshops himself. The trainers frequently dine together after the workshop. On several occasions, Artur Yusupov gave a training to the Y Mf\.1 trainers themselves in the same weekend. cs.s Match of Champions with live commentary

In June 2008, SBSA organized the KV DC Match of Champions in Art Cafe Sam Sam in Apeldoorn. Four rapid games were played between Dutch champion Jan Smeets and Dutch U-20 Champion Roeland Pruijssers from Apeldoorn. The audience could watch the games in a small room in the back of the cafe. The champions played on a DGT board, which was connected to a laptop in the front of the cafe. There, Merijn van Delft gave live commentary. After the match, Smeets and Pruijssers gave explanations to the audience. Afterwards, the games were also shown on the Internet via the SBSA website. Chess organizers can organize similar matches between, for instance, an international master and a local youth talent. CS.6 Lightning Chess Foundation

A local chess culture will really blossom if initiatives are developed in various places. In 2002, former Apeldoorn youth players Thomas de Hoop, Barend Tempelman and Youri Gerritse started the Lightning Chess Foundation, which has successfully organized the official Dutch Lightning Chess Championship ever since. In this chess variant both players get two minutes for the entire game. The tournament is held in the Apeldoorn city hall, a top location in the heart of the town. The organization is well-worked-out, the staff consists of many active volunteers, and thanks to a range of sponsors a sizeable prize 1 52

fund is guaranteed. Internationally recognized specialists like Roland Schmalz, Manuel Bosboom and Daniel Fridman are on the roll of honour. All information, including tournament reports with films, can be found on the website www. I ightningchess. nl.

Lightning Chess.

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David Bronstein and Peter Boel.

David Bronstein plays Dharma Tjiam.

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INTERVIEWS

D1 David Bronstein 'Researching, developing possibilities. That's what chess is about. '

'You shouldn't solve problems, you should create them', said grandmaster David Bronstein (72), who gave a guest training in Apeldoorn on October 8, 1995. Good calculation of variations is useful, but what matters most in chess is the way you approach problems. That is also what chess trainings should be about. By researching and discussing together, you can increase your understanding of chess and derive joy from it. Various strong youth players joined the workshop: Tim Lammens, Merijn van Delft, Jochem Snuverink, Tim Remmel, Dennis de Vreugt, Joyce Fongers, Joost Hoogendoorn, Vincent Deegens, Joost Mellegers en Jaap Houben. Freelance journalist Peter Boel made a report for the local newspaper 'Apeldoornse Courant', and guest trainer Dharma Tjiam of De Schaakmaat was present as a listener. The training session was organized by Karel van Delft with financial support by local waste paper trader Schrijver. Bronstein is positively brimming with ideas about creativity and coaching. He shows great respect for the Dutch World Champion Max Euwe. With Euwe, Bronstein shares the urge to let others share his passion for the game. We haven't been able to report any positive utterances about today's Dutch chess prominents. Money and pOints, that is what they are after, Bronstein thinks. Dr. Euwe was of a different mould; at least he loved chess and he wanted to teach it to young people. 'I wonder if these boys here would have learned to play chess if there had been no Euwe', Bronstein said. A weekend with Bronstein is overwhelming. What an abundance of energy this man has! And his understanding of the game is stupendous. Obviously, without this understanding he would never have been able to off-handedly produce so many games and positions that corresponded to the questions put forward by the training participants. One time, in 195 1, Bronstein was almost World Champion, but when the match ended in a 12- 12 tie, Botwinnik kept the title. However, with 'Zurich 195 3' Bronstein did put the best tournament book of all time to his name. This book is still available. Bronstein is not exactly charmed by the current generation of top players. They prepare the game to death and hardly dare to tread new paths. He plainly calls Kasparov and Anand 'gangsters' who do not stoop to cashing 1.5 million dollars for games where hardly anything new is tried out. 'It has never happened before during a world championship that in a game, the players repeated the previous game with changed colours and then agreed to a feeble draw.' Bronstein thinks this is outrageous, and he thinks that Karpov's games are more instructive than Kasparov's. Bronstein thinks it is even more outrageous that he himself has been given an Elo rating of 2400-something. 'I am being judged by my current competition results. As I am getting older, I'm not so good at visualizing (calculating by heart) any more, and because of this I lose a 155

game now and then. I don't want to be judged by my results, but by my ideas.' And there is nothing wrong with his original ideas, as this training session has made clear. Still, at many tournaments free boarding and admission is given only to 2500+ grandmasters. 'Because they have stuck a low rating on my mind, I now have to pay to participate. As if I have no ideas any more. It's preposterous, there is no more respect for older players like Smyslov and me. Take the Donner Memorial, last year they even put us in a separate group there.' Obviously you have to study technique, understand positional play and know something about openings, but in Bronstein's opinion the most beautiful thing in chess is the combination. For youth players he has a crystal-clear piece of advice: winning games is not important. You will, eventually. Enjoy the game, try to confront your opponent with problems. Points are not important, the main thing is that you learn new things about the game every time. You should think independently, develop your own ideas and not rehash theory. Studying endgames and, at crucial points, first trying out for yourself what is possible, is the best way to find out what you can do with the pieces. Bronstein was also critical during the training session. To his mind, the youth players too frequently asked for concrete solutions, for example to opening questions. Such knowledge can be found in books. It is more important to develop your own way of thinking. By playing through creative games, you can pick up many themes that you will be able to use in your own games. That is, if you have the guts to think independently and make decisions. He made a compliment to Joyce Fongers ( 15 years old, and the Dutch U-20 girls champion). Technically her game has many flaws, but at least she tries out ideas and goes on the attack, showing the right attitude. Bronstein found it tiresome that the players hardly entered any discussion with him, so that he was the only one talking for most of the time. The participants eagerly absorbed everything he said - they hung on his lips and were deeply impressed by everything he dished up. But discussion and research are the basis of development, Bronstein claims. That's what a training should be about; it should not be one-way traffic from teacher to student. A chess player who wants to develop should ask questions and come up with ideas. Investigating all kinds of issues will help you think independently. Only then will you be able to find beautiful questions yourself, and will the game come alive for you. The 'secret' of his creativity is very simple, Bronstein says: 'Just keep on searching for interesting ideas and don't worry about results.' Often magnificent combinations are possible if you look further than your nose ('The secret of the Russian Chess School is that we studied a position until its very end'). Bronstein thinks it is terrible that many chess players are so afraid to lose that they do not play interesting games any more. Without reason, they go through life as nervous wrecks instead of inventors. He has a pOint of advice for those who want to get rid of this attitude, which was followed up during the training: play each other on four boards at a time, then analyse the games together. This way the result may be 3- 1 or 2,5-1,5, which will do more justice to the balance of powers. Bronstein is charmed by the fact that on the digital chess clocks the option of the 'Bronstein system' has been included. With a time increment after every move, you never have to lose on time. Analysing together after a game is very important, Bronstein claims. You can push each 156

other to new heights. By confronting your ideas with the your opponent's, and both of you will get new ideas that neither of you would have found separately. 'I like to play against computers, because at least they do not come up with all sorts of excuses when they have lost a game', Bronstein says sarcastically. Again, he means that many players attach too much importance to gathering pOints. Instead, they'd better look for what other moves were possible during the game. Even the winner has probably missed all kinds of marvellous ideas, and therefore a little modesty is in order. Being ashamed of a lost game is about the most stupid thing Bronstein can think of: what matters is what you can learn from your games! You will be doing yourself a bad turn if you never dare to try something new. 'These days, many chess players prepare entire games at home, and they try to beat each other that way. That's not chess. You have to try and discover new possibilities at the board. You are not fighting a human being, you are fighting to develop new ideas.' In other words, in fact you are fighting yourself and pOints on the scoreboard do not matter - the only thing that matters is what you learn. In chess, what matters is how well your pieces cooperate. Bronstein calls this 'energy'. In various positions he indicated on cards which squares were controlled by the pieces. With this aid, you can check if the pieces cooperate well. In a game you search for possibilities to pinpoint the weak spots in the position of your opponent. Bronstein's aid helps you to understand certain types of position. Players follow the fashion too much, i.e. the issues of the day, and because of this they only play certain openings. Bronstein thinks it is short sighted nonsense to claim that a move is no good because it is not in the books. And even if a position is no good, you have to know why this is so. Rehashing other players' moves will not get you anywhere - you must investigate positions critically and make your own judgement. Only if you have found out yourself why certain positions are good or bad, you will know how to handle them and be able to play a proper game of chess. Bronstein claims that chess is more than just calculating variations. He applauds the fact that during trainings at De Schaakmaat there are regular discussions about all kinds of views and experiences. He thinks it is highly important to learn to think independently and to solve problems on your own. By exchanging thoughts you will gain new insights - not only factual knowledge, but also a 'philosophy', a way of thinking. Playing against a computer together and discussing what happens is an excellent training method, Bronstein thinks. He also considers playing through annotated games where ideas are explained verbally to be an excellent exercise. 'You have to look between the moves', he says, and you can formulate your ideas in words. That's what it's all about. It's not about variations, because they are only elaborations on ideas. Of course, it is useful to train variation calculation - for instance, by putting an interesting position on the board and then calculating all kinds of continuations in your head. The best way to develop this skill is by starting at a young age, and doing it regularly. Creativity means using your imagination. Fear will only paralyse your fantasy. Only if you look in every direction with an 'open mind', you will see many things. That something may go wrong and you may lose a point now and then, is a price that you should be willing to pay for conceiving beautiful ideas. And Bronstein has proved that this attitude may get you a long way too. You can develop 157

your imagination by taking inspiration from interesting games by players like Tarrasch, Simagin, and Boleslavsky. Bronstein himself loves flexible positions, where the pawn structure is not fixed. By playing through a number of his games, you will see how a pawn mass may 'suddenly' get rolling (although you should keep in mind that there can be no attack without proper preparation), opening many lines, along which the pieces execute the sentence over the opponent. By just rehashing moves you will not learn anything. That is why Bronstein advises to regularly look first what you yourself would play in a certain position when playing through a game. This will make the game come alive for you, and you will understand it better. In order to become a really creative player, you must learn to investigate and to reason independently. 'First think for yourself, and only then ask, or look up in the book, what's going on.' It is quite unwise to adopt things indiscriminately. 'You shouldn't believe anyone just like that, you shouldn't believe me either. I don't want to give you advice anyway, I only want to make my convictions clear.' Bobby Fischer may have been talking about 'crushing the other guy's ego', Bronstein's approach is much more friendly. 'You do not beat your opponent. He makes wrong evaluations and that is why your position is better. But the winner also makes all kinds of mistakes. You have to have respect for your opponent. After the game you can investigate all the possibilities together. Investigating, and developing possibilities - that is what chess is about.' Karel van Delft, October 1995

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02 Loek van Wely 'Believe in yourself and keep on fighting. '

Name: Loek van Wely. Born: in Heesch. Age: 23. Rating: 2605. World ranking: 56. Title: GM (since November 1992). Profession: chess player. Loek van Wely has played chess since he was four years old. His father taught him the moves, and Loek even managed to take his chess board to nursery school ('That's when things had already gone wong'). He thinks that he has become such a good player because he has played so many games and he always analysed with his opponent afterwards. Apart from that, he has read many chess books. He thinks Max Euwe's 6-part series is very good, and the same goes for the 'Master versus Amateur' triptych. Van Wely has also learned a lot during KNSB trainings with Cor van Wijgerden, and from individual trainings with Herman Grooten. Last year, David Bronstein called Kasparov and Anand 'gangsters' because

Simul by Loek van Wely at he start of the SBSA Youth Academy.

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in their PCA world championship match they pocketed 1.5 million dollars without doing anything creative on the chess board. Van Wely thinks that this assessment of the match is correct. However, he also thinks that Bronstein's version of the story is a little too black-and-white. 'Kasparov does create new ideas, even if he has prepared them at home.' Van Wely thinks that Bronstein has become somewhat embittered because young players have little respect for the old guard. 'Glory fades quickly. Jan Timman also complains about this, he is sometimes seen as an old man past his prime.' Van Wely himself knows perfectly well what the qualities of both grandmasters are, even if their Elo rating is not so high any more. By the way, in his opinion a good book to study is Timman's 'The Art of Analysis'. Bronstein's Zurich '53 (the best tournament book of all time according to the connoisseurs) is probably also excellent, but Van Wely does not know that book. He has played Bronstein once. 'He came up with a quite original idea and he could probably have drawn. But he wanted to play a beautiful game and then he got what was coming to him. You have to be 160

realistic. If you want too much, you can lose.' Van Wely does not believe that the current generation of elite players only plays for money. 'Sportive honour is also definitely at stake', he argues. Van Wely does not say very much about his stay in Elista with father and son Kamsky. It struck him that Gata is a very nice lad who works very hard. Van Wely also had to work very hard as his second. He wouldn't want to spend the rest of his life that way. Moreover, Loek wonders whether it is useful to study more than eight hours a day. At a certain point you are no longer able to absorb information, so then it is better to take up other things, like sports. ' Kamsky senior arranges things with an iron hand, which is not always a very pleasant experience', he has found out after two months of cooperation. On the basis of a few blitz games Van Wely draws the conclusion that things do not look so bad for the top youth players of De Schaakmaat. 'There is still hope', he ventures. Just like with many Dutch youth players, the opening knowledge of some of the 'Schaakmates' is 'heavily overdeveloped'. 'It is better for them to acquire a better understanding of the middle- and endgame by studying books. It irritates me now and then. They know all kinds of opening lines - as if they are reciting a lesson. And then, as soon as some real chess has to be played, they do not understand anything of the opening. Take the Sveshnikov. With my rating, I hardly understand it. It's better for them to play Dragons or King's Indians. They can learn from those. I didn't study openings seriously until I had a 2400 rating.' Van Wely thinks that his own strongest point is also his weakest: 'My optimism. Also, I can put up a great fight. Sometimes that's unwise, sometimes I want too much when I should be happy with a draw. That would allow me to divide my energy better during a tournament.' Van Wely doesn't smoke or drink, and he does a lot of fitness sports. 'I notice that this often gives me more energy during the last two games of a tournament than I had before. Moreover, I think I will last longer this way. If you look at Anand and Gelfand, you'll see that they are becoming fatter and fatter.' In an interview with 'New in Chess', Van Wely once said that psychology was nonsense and does not play any role whatsoever in chess. Dharma Tjiam claimed that Van Wely said this to 'avoid all the fuss'. Van Wely has to laugh when he hears this. ' Did Dharma say that? Yes, that's about right.' On top level, psychology does play a role, as he knows from experience. 'You have to be able to handle the tension if there is a lot at stake. You have to be able to cope with defeats, and your irritation threshold is also put to the test. Some players try to bamboozle you in all kinds of ways. Don't think it's all wine and roses at the top. Instead of popping off for a pint together, they play with the gloves off. That said, there is a good deal of camaraderie between the Dutch top players.' For Van Wely the most important psychological rule of thumb is: keep believing in yourself and keep on fighting, then you will go a long way. International chess master and psychologist Joris Brenninkmeijer thinks it is a good thing for top chess players to deepen their knowledge of psychological factors. His lament that where psychology is concerned, it's easier to talk to a piece of wood than to Van Wely, is duly confirmed by the latter. However, Van Wely's grin leads us to suspect that he does indeed recognize the importance of psychological issues, though he does not necessarily want to chat about them with Brenninkmeijer. Suddenly Van Wely starts to laugh. Psychology - yes, 16 1

actually he does apply it now and then. In the Germany Bundesliga he once blundered a piece after nine moves of theory in a quiet opening. His opponent sank into thought for half an hour. Van Wely whispered to one of his opponent's team mates that he had blundered a piece. As expected, the player duly passed on this information to Van Wely's opponent, who fell into even deeper despair. In the end, he did not dare to take the piece and lost the game. At the moment, Van Wely occupies 56th place on the FIDE rating list. He does not know when he will reach his ceiling. But he does think that a 2680 rating, and with it a place in the top-ten, should be within the range of possibilities. 'Adams is also in the top-ten, and he's quite a heavy boozer. He isn't exactly a model of hard work. I think that strong nerves, the right attitude and talent can get you a long way.' As is well known, many Russian grandmasters have had the opportunity to work with a master three or four times a week during their youth. Van Wely and other Dutch top players had to make do with a few individual trainings and a few group trainings per year. 'But I compensated for that by working through many chess books by myself. If you want to reach the top, it's largely up to yourself.' But working hard is not enough, Van Wely thinks. It also depends on what you do. 'Today, young players are mainly busy keeping their databases up-to-date. The importance of this is relative. It does not automatically improve your understanding. It's better to play a few lesser moves and understand what is going on in a position.' Understanding is largely based on the recognition of themes in a position, Van Wely supposes. You grow familiar with these themes by playing and analysing many games, and also by playing through many commented chess games. He also stresses the importance of regular tactical exercises. 'Your level will drop very quickly if you don't do that. If you do practice regularly, you will recognize tricks more easily and you will be able to weave them into your own positions as well.' In general the level of chess journalism in The Netherlands is reasonably good, Van Wely thinks. Especially Gert Ligterink (de Volkskrant) and Hans Ree (NRC) are very good in his opinion. At New in Chess they are too tame sometimes. 'I had reluctantly agreed to write comments to one of my games with Timman. I wrote, among others: 'it's my turn to kick Timman's ass', but they left that out. I don't much care for that kind of censorship. Ten Geuzendam wants to remain friends with everybody. That is why (the Dutch magazine) Vrij Nederland had such a namby-pamby interview with Piket, Timman and me.' The Netherlands is a good country for chess, with many good tournaments and many books. However, the Dutch training culture is heavily underdeveloped, Van Wely thinks. He does not exclude the possibility that he might have gotten much further with better training and coaching facilities. 'What's more, the 'country', i.e., everything outside the two bulwarks of chess, Leiden and Amsterdam, is being discriminated against. The KNSB is now drawing up contracts with a few strong youth players. This means that a lot of money will go to a few players from Leiden and Amsterdam. I think this is a bad thing, since a number of other good youth players don't get any chances this way.' Van Wely is partly drawing from his own experience. Twice he wasn't able to take part in a world junior championship because he had to pay for expenses himself. 'The next time, when they noticed that I had a good chance to win the world title, suddenly there was money. But then I stood firm and didn't go.' 162

There's one misunderstanding Van Wely wants to clear up. The story went that he hadn't called the federation to announce that he would not play in the Dutch championship until he was leaving for Kalmykia. 'That's not true. I told them a week-and-a-half earlier. But then they threatened me with lawsuits and exclusion from other tournaments. That's why at first I agreed to play. But when I spoke to a lawyer friend of mine, and some things turned out to be different. Then I called it off on account of having been unduly pressed.' By the way, Van Wely has been restored to favour again by the KNSB. For that he had to lay 2, 100 euro on the table. '900 euro because a new flyer for the Dutch championship had to be made, and a fine of 1, 200 euro. This money will be put in a youth fund, which means that I will be paying for trainings of youth players from Leiden and Amsterdam.' If only for this reason, he enjoys going to Apeldoorn to draw the attention of a bunch of youth players to their deficiencies, we should understand. He explicitly refuses to accept even travel expenses. Looking back on his own development, Van Wely points to the fact that it is highly important to visit tournaments with a group of youth players. You will enjoy yourself, and that is important if you want to learn to play well. Moreover, you will do a lot of analysing in an enjoyable way, learning a lot while you play. Van Wely himself has made many trips to foreign countries with, among others, Joris Brenninkmeijer and Dharma Tjiam. On those occasions, the young gentlemen didn't mind teasing each other where possible in a playful way. Any small defeat was a good occasion to rub salt into the wound. Just to keep the spirit high, of course. Karel van Delft, June 1996

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03 Artur Yusupov Yusupov and the road to your own top

'Every human being has talents, this is my conv iction. The only question is: which talents, and how should you develo p them? It is healthy to have ambitions, but you have to ask yourself what price you are prepared to pay for them', says chess grandmaster Artur Yusupov (4 1), the former world number 3 in his sport. Yusupov travels up and down to Apeldoorn a few times a year, where he occup ies f irst board for Schaakstad Apeldoorn, a team that plays in the Dutch Prem ier League. On Friday, 24 March 200 1, he managed to combine this with an a ppearance in the sports cafe organized by local chess sponsor ROC

Simultaneous exhibition by Artur Yusupov. ( photo Cocky van Delft)

Aventus during the 'Plenty Jobs' jobs market in the 'Americahal' in Apeldoorn. Artur Yusupov was born in Moscow, as the second of four boys. Both his parents were mathematic ians. At home they played chess on amateur level, as was done in many Russian families. When Artur was s ix, his father taught him to play chess, and soon he began to devour chess books. He was utterly fasc inated by the game. 'My parents didn't mind this at all, and I was lucky to grow up in a country where the state strongly stimulated chess. There were many good trainers available, and you could play a competition game every week. When I was fifteen, the famous trainer Mark Dvoretsky, who has remained a friend, started to train with me, and on my seventeenth I became Junior World Cham pion. In 1986 I occupied third place on the world list, behind Kasparov and Kar pov. Nobody 164

A game analysis with Artur Yusupov during an SBSA youth training. ( p hoto Cocky van Delft)

ever forced me to do anything, 1 very much wanted to reac h the top myself. And 1 have never regretted it. 1 have been able to visit dozens of countries, and have a lot of life experience.' After finis hing secondary sc hool, Yusupov started a university study in economics. 'The level of education in Russia was definitely not worse than in Western Europe, but the Soviet system had deteriorated into an absurd, paranoid social order.' After two years, Yusupov dropped out. 'I could no longer combine my study with top-class sport.' To achieve results, whether in top-class chess or in graduating at school, you have to believe in your goal, Yusupov claims. 'You have to be focused, you have to be totally committed to your goa!.' W hich mean that you have to develop self-discipline and reserve sufficient time to achieve your aim. ' Looking back, 1 think 1 could have made more out of my career. Probably I've been enjoying life too much. And perhaps 1 should have started giving lessons sooner. If you give trainings yourself, you begin to t hink more deeply about things than if 165

you only study them for your own use.' To have ambitions is healthy, Yusupov claims. 'But you have to ask yourself what you want and what you are prepared to give up to get it. You can study night after night, but if this is at the expense of your family life, you have to either make good arrangements or adjust your goals.' Yusupov is well-known for his great sportsmanship: 'A bad character is not a prerequisite for achieving a world top position. 1 think that you also have to have respect for the people around you. To reach the top you must be hard on yourself, not on others. But there is a dilemma here: you have to invest a lot of time and energy into your ambitions if you want to get the maximum out of your capacities. You have to find a balance between your ambitions and your social life.' Ten years ago, after a robbery at his flat where he got seriously injured, Yusupov decided to leave Russia. Now he lives with his wife and two children in Germany, where he has founded a chess academy. 'I play for clubs in four countries, 1 write books together with Mark Dvoretsky, 1 have created the commercial website www.chessgate.de together with a few people, now and then 1 organize a tournament and 1 give trainings.' These days, Artur Yusupov occupies 50th place on the world ranking list, which means that he is still getting along fine in his sport. However, he spends a lot of energy on trainings. 'I very much enjoy training with amateurs. The level is not so important - if people are motivated I'm enjoying it as well. And 1 think it is a fascinating job to coach young talents.' When Yusupov gives trainings to young talents, he offers them more than pure technique and understanding. He creates an easy-going atmosphere where all the participants immediately fee! comfortable. He asks questions and stimulates people to think and to consult each other. Top-class sport has everything to do with self-management, and with his attitude, his questions and his remarks, Yusupov contributes to the education of his pupils. He feeds their faScination, teaches them to relativize, and passes on a love for research. 'A good coach is important. You can do a lot on your own, as Bobby Fischer has shown us, but a good coach can help you to study much more efficiently, and he can help you develop your social skills. Good education is not just delegation of knowledge, you also educate your pupils as human beings. With a good talk and some critical questions, for instance, a coach can help you become more decisive. He can help you develop a vision, and improve your self-management. But a coach cannot do everything. The most important thing for students is to have a strong character. They must be longing to achieve something themselves and they must spend energy and time on this. Every human being has talents, and the thing is to determine your own goal, your own ceiling, on a realistic level, and to determine how you can reach it.' Karel van Delft, Spring 200 1

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04 Jan Ti m man Grandmaster Jan Timman signed his book ' De macht van het loperpaar' (this book was later combined with 'De kracht van het paard' into the English language book 'Power Chess with Pieces') in March 2004 in bookshop Nawijn & Polak in Apeldoorn. Roug hly forty chess players purchased one or several of his books. Afterwards, Jan Timman spoke with SBSA secretary Karel van Delft in the local La Paz restaurant. Timman is still full of ambition

The 'best of the west', Jan Timman (52) was called in 1982, when he was second on the world's rating list behind World Champion Anatoly Karpov. In 2004 he can still compete with the greatest players in the world. That is what he says himself, and he demonstrated it in the latest Corus Tournament, where he drew with Vladimir Kramnik . However, despite splendid play, he squandered winning positions against Van Wely and Leko, and Timman ended up at the bottom of the list. 'I was very nervous and I had too little energy', says Timman candidly. 'I've had his before, but never so often during one and the same tournament. This was extreme. I don't know how t his could happen. I will have to work on it.' With an Elo rating of 2578, way below his standard, Timman is ranked seventh on the Dutch rating list. It would, however, be a mistake to think that in his fifties, Timman is ready to be written off. 'I've had temporary setbacks before. I can still compete with the strongest players, and I expect to perform better again in the near future.' That mig ht happen in Almelo, where, during the Easter weekend, Timman will play a s hort match of four games with the Dutch champion, grandmaster Loek van Wely. Timman will also probably be taking part in another summer tournament, in Amsterdam. Jan Timman has been a professional chess player ever since he left school. 'I do this mainly because I'm good at it, I think. The game still remains interesting, but if you have been playing for so long, you cannot always perform on top level.' His life as a professional player has broug ht Timman many interesting encounters with lots of people, and he has been to a great many countries. 'I haven't counted how many, but I have never been in Australia or China yet, for example.' He says this one day before his umpteenth visit to Iceland, where he will take part in the Reykjavik Open. Timman has written many chess articles, among others in New In Chess, the best chess magazine in the world, of which he is editor-in-chief. He is also the author of roug hly a dozen chess books, and of an autobiographical collection of articles called ' Een sprong in de Noordzee' (i.e. 'A jump in the North Sea'). He considers 'Het smalie pad' (i.e. 'The narrow path') to be his best book. In it, he discusses games and describes how he fared in various matches for the world champions hip in the period 1972- 1986. Of this Dutch-language chess book, approximately 7000 copies have been sold - less than your average regional novel. You cannot make a living out of writing chess books, says Timman. However, he is utterly captivated by the analysis of games, in search of the ultimate chess truth - and writing chess books challenges him to reflect on the game. Besides ' De macht van het loperpaar', Timman recently wrote the book 'Briljant Schaken 2003' ('Brilliant Chess 2003') together with international 167

J an Timman signs books in books hop N aw ij n

&

Polak.

Merij n van Delft gives a simul during Timman's book presen tation.

168

master Hans Bbhm. In this book, the two authors discuss ten beautiful games and ten brilliant endgame studies. If this formula catches on, the book will get a follow-up in an annual series.At the moment, the grandmaster is also working on a book on the famous Candidates-tournament Cura<;ao 1962. As a writer of chess books, Timman is doing many chess fans an immense favour, following in the footsteps of World Champion Max Euwe. ' Euwe was more of a didactician, his books were more aimed at instruction than mine', Timman says. 'The difference is that I write more about clearly defined themes. But I try to make them accessible to a wide audience.' In a recent radio talk with Hans Bbhm and the greatest Dutch talent Daniel Stellwagen, Timman claimed that he didn't know for sure whether he would want to be a professional player if he were a young talent today. 'The problem is that these days, a lot of preparation is done with the computer', he explains. 'You must first acquire an enormous amount of knowledge in order to keep up the pace nowadays. That makes it less attractive. 'The last time Jan Timman participated in a Dutch championship was in 1998. Of the fourteen championships in which he took part, he won nine. 'I would like to participate again', he says. 'But the problem is that the KNSB refuses to give conditions.' As a professional player, Timman has his principles, and as long as the Dutch chess federation does not meet his wishes, the chess fans will have to do without him during the Dutch championship. And then there is also the issue of the anti doping test. Like grandmaster Artur Yusupov, Timman thinks that such tests are irrelevant and to his mind, peeing in a cup and handing it over borders on the embarrassing. 'Still, this is a problem that can be overcome, and this law will probably be abolished one day. 'The greatest obstacle for his return to the Dutch championship is KNSB board member Sytze Faber, Timman says. 'There is no talking to that man.' The Dutch writer C. Buddingh' once wrote in his Dagboeknotities (i.e. 'Diary Notes') 1977- 1985 that Timman would never become World Champion. 'He is way too friendly, too sophisticated, too amiable, too creative even. To become a World Champion in this day and age, you need to be an android connected to a computer.' Confronted with this quote, Timman smiles. 'I don't know if that's true. I can be friendly and also professional. But one thing is true : Karpov, Kortchnoi and Kasparov have a certain fanaticism, they can focus on one thing. I don't have this characteristic by nature, I would really have to arouse such an attitude within myself.' The grandmaster, who lives in Amsterdam, is highly interested in endgame studies, and he also composes them himself. He can talk enthusiastically about this subject. 'It is the way of thinking that appeals to me, also because of its kinship with practical chess. Endgame studies have paradoxical, counter-intuitive and esthetic aspects. In the near future I want to think up something for the celebration of Pal Benko's 75th anniversary. Chess problems appeal less to me, they are often not practical.' Timman has never played a match in Apeldoorn. He did stay in Hotel De Keizerskroon in 1993, during his world championship match with Karpov in Zwolle. In 1976, 1977 and 1978, he stayed in Apeldoorn three times with, among others, Donner, during a training camp of the Dutch national selection. Even then he did not believe that physical training as a means of preparation for competition would pay off. Fitnessing in a gym, as Loek van Wely does, is not his cup of tea. 'I swim and I play tennis for fun. Anyway, did Van Wely get 169

very far with it?', he laughs. On the argument that without fitness, which is also something that Kasparov swears by, Van Wely might have come less far, Timman replies benevolently: 'That's true.' For youth players with ambition, Timman has no tailor-made recipe. 'It is hard to give a general answer to this question', he says. Of course, tactics should be practiced regularly, and it is important to play through annotated games. 'Especially Keres's game collections are instructive. 'Studying opening books has even less sense - this is more suitable for advanced players. 'Of course you have to study the basics, you also have to do that if you want to learn to play the flute. But you have to watch out that you don't start playing cliche moves.' As a youth trainer there is no great future awaiting Timman, at least not in the near future. Now and then he trains with two members of the Dutch national youth selection at a time, among whom Smeets and Stellwagen. 'We analyse games for four hours. The last time was in December, and arrangements have been made for another training in April. Of course, this is not nearly enough. The federation has all kinds of training plans for Stellwagen, and I have expressed my willingness to cooperate. This can be useful - Kasparov has also trained with Geller, for instance. I hope it is not too late, as Stellwagen is already 17 years old. But I don't know if something will come of it. I don't want to have any more contact with the member of the board who is in charge of top-class chess - Sytze Faber. That man does not know anything about chess. He calls me late at night in Wijk aan Zee when I have to play Shirov with black the next day. I think that he has to leave, but he will only leave if he is forced to. He enjoys power.' Karel van Delft, March 2004

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Rob H artoch gives a training during YMM.

05 Ro b Hartoc h 'This formula is great, they should adopt it everywhere. '

Rob Hartoch looks back with great pleasure at the latest edition of Youth Meets Masters, where he was in charge of the youngest age group for the third time. Hartoch tells his story two weeks later in the canteen of De M oriaan, during the Corus tournament, where he takes part in one of the two highest reserve groups. Most of the seven children in his training group in the Mind Sports Centre in Apeldoorn were around eight years old. These four girls and three boys had one or two diplomas from the Step-by-Step Method. To discuss an entire game takes up too much time, Hartoch thinks. 'You have to keep it playful.' The training lasted five hours, minus two half-hour breaks. That is perfectly feasible as long as your approach is interactive and varied, as Hartoch has found out. 'This formula is great, they should adopt it everywhere.' The training in Hartoch's group started with a presentation of five problems to the children. In one position a piece had to be won, in another a positional advantage had to be achieved. The children were allowed to take independently quite a few decisions during the training. For example, they could choose whether they wanted to solve a problem on their own or in twos. 'Whatever they like best. I give them this freedom.' Hartoch first explains the intention of a theme, and then he lets the children toy with the problem. 'I walk around and answer questions. It's fine this way, it allows me to step outside and smoke a cigarette now and then.' The atmosphere in the group was quite jolly during the entire day. It was a good thing, Hartoch thought, that his group was placed close to the exit. This way the children could go to the canteen section without having to walk past other groups. 'The other groups may have been bothered by my rather loud 17 1

voice', Hartoch supposes apologetically. But this turned out not to be a problem. In the hall there were 59 children, 1 0 trainers and some more staff members of the organization, as well as a few parents who occasionally took an interested look at the proceedings in the various groups. The oldest, strongest groups trained in the back of the hall, and as you got closer to the exit, the average age and rating lowered. Parents and children gave Hartoch many compliments, he says, visibly pleased. Not a word of this is untrue, as observations of the group and reports sent in by the children afterwards showed that the children considered themselves enormously lucky to have been in Hartoch's group. 'They thought I was a friendly gentleman and a good chess player as well', Hartoch relates with a smile. Another training item was a blitz tournament. Six children played a single-round competition with each other, while Hartoch took on Emma, the smallest of the group - and tasted defeat. She beamingly accepted a booklet with a handwritten foreword by Hartoch after the training. In 1 965, Hartoch came second at the junior world championship in Barcelona, and he played for the Dutch team at two Olympiads. He has played against the giants, and beaten, among others, Paul Keres. T here is a whole world of difference between that level and that of the children. For the international master from Amsterdam this is by no means an obstacle for enthusiastically playing chess with the children for an entire morning or afternoon: 'They have so much fun, it makes me enthusiastic as welL' It reminds Hartoch of the time he learned to play chess himself. 'I was six. My father was the best teacher I could have wished for. He wasn't a strong player, but he had fun and explained the game to me with much pleasure.' Soon he became too strong for his father. 'Then I went on the streets, looking for opponents, and later on I searched the entire neighbourhood. At secondary school, in the afternoons, I would set off running to the Leidseplein, because that's where the strongest players in the city were to be found.' He is grinning. 'But when I tell this to children, I also tell them that they should make their homework first.' Hartoch has also told this story to the children in his Y MM group. 'We started by introduCing ourselves and telling each other how we learned to play chess. I also told them who I am and what I have done in chess.' Hartoch abolished the notation of the moves during simuls this year. 'Last year one of the kids started to cry - he could play chess but he couldn't yet write.' Nor has he given any tips to the children about how they should train: 'They are still too young to overlook such things.' In between events, he did regularly present quiz questions to the children, with which they could earn bonus pOints. Questions like: Who is the Dutch champion?, or: Which is the strongest chess club in Apeldoorn? With older children he discusses the simul games afterwards. You shouldn't do that with young kids, Hartoch knows: 'They immediately forget the games, and then they are no longer interested.' You have to strike the iron while it's hot, which is why Hartoch analyses during the games. 'Important moves I discuss with them right away. They are also allowed to take back their moves. This way they can learn something, and it remains fun. If you want to stimul ate chess, children should have fun. You should make a social thing of it.' 'If children offered me a draw, I could not refuse', Hartoch says. 'But when I offered one, there were even some who refused. Then I had to win. Except 172

against Emma, she was too strong for me. So she got the most pOints. Because she was so good, she participated hors concours, as I agreed with the other children. That's why, as the youngest, she got a special prize.' Children find these Y MM days very inspiring. As young as they are, they can be quite fanatical. Marike had gathered five zeros in blitz, but she kept her drive. 'Touch-move', she would tell her opponents. 'Well, she lost all games, but judging by the level of the games the result could have been the opposite in every game. The winning chances were swinging at every move.' Apparently, Marike wasn't traumatized by her series of zeros. Hartoch and her father, Gerrit, are friends. 'He called me on the next day, a Saturday, to tell me that she had won a big trophy at a youth tournament.' Four hours nett of chess training is no problem whatsoever for young children if the YMM formula is followed, as Hartoch has found out several times already. 'You should allow them to be active - give them free rein. But you must also indicate clearly what they should do, and be at hand in case they have questions or they cannot make headway with a certain problem.' The children could gain pOints on the various items. One year earlier they even got three points for picking up pieces from the ground. 'They were all fanatically trying to gain pOints. The element of competition is important for them. That makes it more exciting. Of course I also give away pOints, but I will always be fair and take care that the strongest player gets the most pOints in the end.' Hartoch repeats that he values the Y MM formula highly, as it gives every trainer the freedom to introduce his own methods and subjects. 'We should keep it this way. Everybody enjoys it. It is also unique that virtually the entire first team of Schaakstad Apeldoorn gives trainings. I will be back next year.' Karel van Delft, January 2005

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E - APPENDICES El Ana lysis Question n a i re By analysing your own games, you will learn from your experiences. This will provide you with insights which you will be able to use in the future. An analysis questionnaire can help you analyse your games thoroughly. When you analyse a game, you have to think of a lot of things. The most important pOints are mentioned in this list. Not all questions apply every time. Analysing games takes time. But it has the advantage that you discover what your strong and weak pOints are. Keep in mind that it is better to analyse one game thoroughly than ten games superficially. First fill in the questionnaire by yourself, and then discuss it with a strong player. It is also useful to analyse a game with your opponent afterwards. Your opponent may be able to explain certain things to you. It may also be instructive because he/she may have thought about the game in an entirely different way than you. This also applies to games you have won ! On the basis of your experiences you can make additions to the lists. You can also make a list of points of attention that you want to keep in mind in the future. Tech n ica l questions 1.

Which opening was played? Do you play it more often? Why? Do you know the ideas behind the opening? Do you know the tricks? Is it a quiet opening or an aggressive one?

2.

Until which move did you know the opening (suggestion: look what you can find in opening books)?

3.

Were there any remarkable situations in the opening (e.g. transposition of moves, unnecessary loss of tempo)?

4.

Which moves took you a lot of time? Why?

5.

Which of your opponent's moves surprised you? What did you expect and how did you plan to react?

6.

Which of your and your opponent's moves do you find very good? Why? (you can describe this in variations and/or in words. Did you mainly play actively (with initiative) or passively (waiting)? Why?

7.

Which of your own and your opponent's moves do you find very bad? Why? 175

8.

Look at Steinitz's list. Were there any moments in the game when you or your opponent obtained one of these advantages? Which mistakes were the cause of this? What were the consequences for the game?

9.

Which of your moves marked the start of the execution of a plan? Can you describe the contents of this plan in words? Do you think now that this plan was good or bad? Have you changed plans at a certain pOint? Why?

10. Do you know which plan your opponent followed? Do you think you have given this enough attention during the game? How do you assess this plan? 11. Were there any moments in the game when you had no idea which plan to follow? Why did you play the move you eventually played? (suggestion: it is better to have a small or a mediocre plan than no plan at all) 1 2. Were you familiar with the type of position? If so, describe how you have come to know it. If not, was it difficult to find a plan? Why? 13. Were you able to sacrifice anything? Why did or didn't you do that? 14. Did you at any moment have a choice between a tactical and a positional struggle? What did you base your choice on? Did you take the strength of your opponent into account? 15. Which tactical means have you used? 16. Were there any possibilities to simplify into a certain kind of endgame? Why did or didn't you do that? 17. Did you at any moment think of alternative moves? What were these alternatives and to which type of position would they have led? 18. What was the decisive mistake of the game? Why? 19. Which suggestions did your opponent make after the game? 20. Which subjects are you going to study (again) as a result of this game? 21. Which technical rules of thumb can you derive for yourself from this game? 22. What did you find the most instructive about this game?

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Tactical mean s/ combi nation motifs These means and motifs are aimed at acquiring the advantages mentioned in Steinitz's list. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.

advantageous exchange twofold attack pin removal of the defender (taking/chasing away) double attack discovered attack/check X-ray attack/check interruption decoy/deflection blocking magnet combination attack on the king occupying the 7th rank hunting and aiming line or square clearance tempo gain tying and/or overburdening pieces zugzwang quiet move

Elements of Steinitz

Permanent adva ntages: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

material advantage bad king position passed pawn weak pawns weak squares weak colour complex pawn islands strong pawn centre bishop pair in open position control of a file control of a diagonal control of a rank

Tem pora ry adva ntages: 1. 2. 3. 4. 5.

bad piece position inharmoniously placed pieces advantage in development concentration of pieces in the centre space advantage 177

Psychological questions 1.

2.

What expectations did you have at the start of the game? Why? Were they fulfilled? How did you feel? Why?

3.

What did you know about your opponent? Have you taken that into account? How?

4.

Did you have any psychological problems during the game (nervousness, doubts, recklessness, eagerness, fear of failure, failing willpower, etc.)?

5.

Do you suffer from 'vices' during a game (e.g. touching a piece too quickly)?

6.

How was your self-control? Were you self-confident?

7.

How was your ability to concentrate?

8.

How was your time management (and your opponent's)?

9.

Were you disturbed by things that happened around you?

10. Did your opponent use any psychological tricks? How did you react? 11. Were you tired (before, after)? If so, why? 12. Were you too focused on your own plan or did you also take your opponent's plan into account? 13. Was it easy for you to make decisions? 14. Have you relieved effort with relaxation? 15. Were you afraid of your opponent? If so, why? 16. How creative were you in this game? 17. Did you show your opponent how you felt (e.g. did you show uncertainty)? 18. How was your mood? Did that influence your play? 19. Did you panic during the game? And your opponent? If so, at what moment? What could be the reason for this?

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20. Did you do any 'wishful thinking' during the game ('I play this, hoping that my opponent will play that')? 21. Were you occupied by the game or were you thinking about the result, the public, your opponent, or doubts? 22. Were you in the mood to play well? Why/why not? 23. What did you do when things got difficult? 24. Did you concentrate on a good result ( 1-0) or on playing a good game? 25. Did you commit blunders? If so, what was the cause? 26. Did you play the game in your own tempo or were you influenced by your opponent's tempo (slow, fast)? Was that wise in this game? 27. Did you fight until all the possibilities had been tried? 28. Did you divide your time well? Did you take enough time to think deeply at the crucial moments of the game? 29. Did you stop looking at certain continuations because you 'felt' that they were impossible? 30. Did you in any way allow yourself to be influenced by your opponent's behaviour? 31. Can you say goodbye to a finished game? 32. Were you annoyed by your opponent? Why? 33. At certain moments, did you look what you would do if you were your opponent? 34. What will you do differently next time?

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E 2 Score form Youth Meets Ma sters Youth Meets M asters, F riday, Ja n u a ry 7, 2005 Mind Sports Centre Apeldoorn, Dubbelbeek 24, Apeldoorn 11.00 - 17.00h Organization: SBSA (www. sbsa.nl) Coordination: Karel van Delft (k. vandelft@planet. nl, 06-22226928) Sponsor: Van der Mey Jewellers Prog ra m m e Time schedule and contents of workshop can be arranged differently, according to own judgement 11.00 11.15 - 12.15 12.15 - 13.15 13.15 - 13.45

13.45 - 14.45 14.45 - 16.00 16. 00 - 16.30 16.30

entry, payment (10 euro, SBSA youth participants have already paid), forming of groups everyone introduces themselves, discussion of own game by trainer + explanation about opening blitz tournament, trainer joins if amount of participants is uneven talk about the best way to train, have participants tell their own story, trainer as well (here the list of points of attention from the coaching talk can be used) simultaneous exhibition (write down the games) discuss games extension, various (for example: endgame) soup

Name workshop giver: Name participant: For each item you can earn pOints, with a maximum of 90 points. The participant with the highest amount of pOints in a group wins a chess book.

Duri ng the game d i scussion you wi l l be a sked five questi ons, you ca n gai n a maxi m u m of six poi nts for each. Question Question Question Question Question

180

1 2 3 4 5

. . .... .... .... . ..

. . .

pOints pOints pOints points points Total game discussion: .... points

B l itz tou rn a ment: Loss 0 paints, draw 3 paints, win 6 points. The workshop giver joins the tournament in case of an uneven number of participants; Pairing based on numbers. Workshop giver gets no. 6. 1 st round 1-6 2-5 3-4 .... paints 2 nd round 6-4 5-3 1-2 .... paints 3 rd round 2-6 3-1 4-5 . . paints 4 th round 6-5 1-4 2-3 .... paints 5 th round 3-6 4-2 5 -1 .... paints Total blitz ....... points .

.

S i m u lta n eous exh i bition : If with clock: Simul player and participants get half an hour each. Writing down game is obligatory. Loss 0 paints, draw 10 paints, win 20 paints. Number of points: .... Mark for level of the game (maximum: 10): .... Total for clock simul: .... . paints Total number of paints for these three items: ....... . paints

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E3 Points of attention for consu ltation a bout (self- )tra i ni ng 1.

How much time do you spend on chess every day/week? What do you do? 2. Do you have trainers? 3. Do you have a training partner? 4. Do you keep a chess diary, or do you make notes of the things you do? 5. Do you work with a week schedule, or do you plan the things you have to do in another way? 6. Do you store your chess information, for instance, in a binder? 7. Do you write down your games during (rapid) tournaments and matches? 8. Do you save your own games in a computer? 9. Do you analyse your games on the board and with Fritz? 10. Do you analyse your games with your opponent afterwards? 11. Do you ever play through annotated games? 12. What chess books do you have? 13. Do you read chess magazines? 14. Do you play chess via the Internet? 15. Do you ever play theme tournaments with a certain opening? 16. Do you visit tournaments regularly? 17. Do you make tactical exercises daily? Which ones? Do you know the collection of 3500 tactical exercises? 18. Which openings do you play? How do you practise them? 19. Do you give trainings yourself? Where, which, to whom, and how? 20. Do you play correspondence chess? 21. Do you know what 'CIEPC' means? When can you apply it? 22. During a game, do you ever wonder what you would do if you were in your opponent's shoes? 23. In which school team or club team do you play? 24. Do you ever write reports on chess for a school paper or a club bulletin? 25. How is your time use during games? 26. What is the best way for you to concentrate? 27. During a game, do you apply energy management? 28. Do you know the SBSA Analysis Questionnaire? (see www.sbsa.nl)

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E4 List of psycholog i ca l tips Questions 1. If you want to learn something, which is better: to spend a lot of time on it in one session, or during various short periods? 2. In what way will you learn to understand something better: by working on it in the same way all the time, or by working on it in different ways? 3. What is the advantage of playing together against a computer? 4. Why is alternation of procedures important during a training? 5. If you have studied something, you have to ask yourself: 'what have I l earned here?' Why is that? 6. Why should you analyse games together with others? 7. What is the result of feeling insecure? 8. How should you react if you blunder during a game? 9. What use are mistakes to you? 10. Lasker always tried to create as much tension as possible in a game, working on his opponent's nerves. What do you think were the consequences of this? 11. Tal was known for his daring combinations and sacrifices. How do you think his opponents reacted to this? 12. How did Fischer surprise Spassky at their 1972 match for the world championship? 13. Why is creativity important for chess players? 14. What did the blind man say? 15. In a chess diary you can keep score of new things you have learned. Name four advantages of a diary. 16. Why is it important to make tactical exercises on an (almost) daily basis? 17. Why is it useful to collect thematic positions in a computer database? 18. Is it good to quickly learn new things right before a tournament? 19. If you find a position very difficult, it is not clever to panic. What should ' you do instead? 20. Is it good to constantly concentrate on the position throughout the game? 21. What is wishful thinking? 22. During a game, circumstances are different than during a training session. Conflicting interests are at stake, there is an opponent, there is an audience, there can be noise in the playing hall. Many players are self-focused in such cases, which leads to doubt and tension. What is the best thing to do? 23. What does it mean if you lack self-confidence? How many opponents does this give you? 24. What are mnemonics and what use are they to you as a chess player? 25. Why is it important to analyse your own games? 26. Which are the factors that determine your performance ability? 27. What is the intention of psychological tricks? 28. Is it a bad thing to lose form? 29. What can you do if you are regularly in time-trouble? 30. Why is it useful to talk about your functioning with fellow team members 183

and a coach? 31. How useful is it to look for solutions to problems? 32. Do people always look at (chess) problems objectively? 33. Is good planning important? 34. Is it useful for a chess player to give lessons? 35. What is experimenting? Is it useful? 36. What is the best way to internalize all these insights? Answers 1. Several short periods is better, as this will allow you to memorize the information better. 2. By working on it in different ways. 3. When you play together, you learn from each other as you go along. For example, about the way you analyse (divide a problem into parts and assign meaning to those) and the way you reason (if this, then that). 4. It's more fun and your attention won't fade so quickly. If something is fun, it will be easier for you to learn. 5. In this way you force yourself to check if you really understand it. You can write the most important things in a chess diary as rules of thumb ( general rules). By writing it down, you acquire your knowledge actively instead of passively, and it will remain in your memory. By going through your diary now and then, you can refresh your memory. This is useful during championships! 6. This way you can learn from each other's insights. Moreover, others may ask critical questions about things you wouldn't realize by yourself. Everyone has his blind spots. Moreover, you cannot see what you do not know. 7. You will more easily make mistakes. A little fear of failure is understandable before or during important games, but it is not useful. You cannot do the impossible. It's best if you intend to make every game a beautiful one, and, in any case, if you try to learn from each one. This mentality will lead to the best results in the long run. It's no use only worrying about the result. S. Stay calm and take your chances. Always keep in mind that your opponent can also make a mistake. Very often, players get over-confident in better positions. This is at the expense of their concentration and will soon cause them to make mistakes - especially if you try to take the initiative and complicate the play as much as possible. 9. Mostly they will not make you happy. But you can learn from them. So do just that, and show your lost games to a stronger player. Nobody's perfect. 10. His opponents tended to make mistakes sooner. 11. They often got into time-trouble. 12. He changed his opening repertoire. You have a better chance of success if you are unpredictable for your opponents. 13. You practise creating surprising solutions to problems for which many others think there is no solution. Einstein said: 'Creativity is seeing what others see and thinking what no one else has ever thought.' Creativity =

184

can also be described as finding connections between things that appear to have nothing to do with each other. Creativity consists of a number of thinking skills which can be learned. 14. 'First seeing, then believing.' Everything is not what it seems at first sight. An apparently losing position can sometimes be won by a creative turn. 15. A. It allows you to reconsider what you have learned and experienced, B. You build up a good survey of the things you know and can do, C. You can enter rules of thumb in it, D. It's fun to read it again after a while; you will see what you have learned. 16. Our memory has limitations. You have to keep skills like recognizing and executing tactical combinations up to date. 17. Because if you look at these positions regularly, you will sooner recognize similar positions and be able to make use of your knowledge of the characteristics. 18. No. You have to learn all year long. It is much more efficient to repeat certain things right before a championship, like thematic positions in a computer database, your diary, tactical exercises, and refreshing your opening repertoire. 19. Think of your opponent. He just might perceive the position as being even more difficult. 20. No. You have to alternate exertion with relaxation. On balance this will yield the best results. 21. Thinking what you would want to happen. This is not really useful. It is better to think realistically about the possibilities offered in the position, and to make a plan that offers you opportunities and your opponent restrictions. Wishful thinking is a well-known pitfall. Many people mainly look at what they want to see, and that is what they verify; i.e. they check if it is correct. They do not try to falsify (i.e. refute) their own ideas. 22. Working in a task-oriented way: you have set yourself a goal (to play an interesting and instructive game) and you will seriously devote yourself to this task. You cannot do the impossible. You know what you can do and that is what you will show. A surgeon is not going to fall into doubt during an operation, and complain that he was out of form if the patient dies. Working task-orientedly pre-empts cramped thinking, as you will be using all your energy for constructive thoughts. 23. That your self-esteem is too low. This gives you two opponents: the other player and yourself. 24. Mnemonics are thinking tricks that help you structurize your thinking. For example: CCAP Check, Capture, Attack, Plan. If one of your piece is attacked: CIEPC Capture, Interpose, Evade, Protect, Counterattack. Material balance, Immediate When assessing a position: MI KOPCP threats, King position, Open files, Pawn structure with strong and weak squares, Centre and space, Piece Development. 25. You do not learn from books only, but mainly by internalizing your own experiences: what are your weak pOints, which themes and techniques should you study more closely? 26. Talent, trainings, motivation. =

=

=

185

27. To mislead the opponent and make him insecure. It's best not to pay attention to your opponent and to play your own game. If an opponent becomes really annoying, you can either tell him that or call the arbiter. Chances are that this has a boomerang effect and your opponent becomes insecure himself. 28. No. Each growing and l earning process has stagnations and temporary setbacks. See if you can find the causes for your loss of form. Perhaps you have too many other things on your mind, or you have trained too much or too little. If you have learned many new things, it will take a while before all those things have found their places in your thinking system, and this will sometimes cause your thinking system to falter. Possible solutions: do not worry about your results, look for distractions now and then by doing something completely different, take a rest and start training again after a while (analyse games and take pleasure in learning from your mistakes). 29. Note the time used for each move. During the analysis in a training session this allows you to check if you really divided your time well, i.e.: if you have used the larger part of your time on crucial moments. Often time-trouble emanates from indecisiveness, i.e. the inability to make decisions. As an exercise, you can resolve never to think more than three minutes about a move, regardless of the consequences for the result of the game. Also promise yourself that playing instructive games is more important than winning at all costs. 30. Keep in mind that he who judges himself is subject and object at the same time. Therefore, he will have blind spots. Don't be afraid to appear vulnerable and to learn from other people's comments. 31. Of course you do want to have a solution to a problem. But it has to be a good solution. The famous natural philosopher Isaac Newton already said that it is important to ask the right questions. By first looking what the problem is, you will find the best solution. Moreover, this will allow you to trace pitfalls that you would otherwise miss. 32. No. What moves people is not the things in themselves, but the way people look at them. Often their state of mind (for example fear, wishful thinking, or determination to win at all costs) determines which possibilities a player sees in a position. 33. Yes. Often people have many things on their minds, and too little time. By drawing up a programme you can make a list of the things you want to do and add how much time you have for them. This will give you more peace of mind and enable you to take an effective and efficient approach. 34. The experience of several good chess players is that they have become stronger by giving trainings and writing articles, since this forces you to think more systematically about things. In your games you will reap the fruits of this. 35. To experiment is to try out ideas. That is certainly useful. By experimenting with playing styles, as well as with your behaviour, you will gather experience. This will give you a better insight in your strong and weak points. As a result, you will have a number of extra possibilities at your disposal. For instance, you may not know for certain whether it is better 186

to remain seated on your chair for the entire game, or to take regular short walks. In that case it is best to try both procedures five times and write in your diary how you liked it. After ten games, re-read your diary and decide what you will do from then on. 36. By re-reading them regularly. Write down the numbers of tips that you still have trouble with. Select the most important tip that you want to keep in mind, and write down in your diary how you get on with it. You can discuss this with your trainer or with a training partner. If you have learned to put the tip into practice, you can try your hand at a new one.

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ES Keywords tou rna ment pla n n i ng - date - location (rent) - starting time, end - organizational form (working group) - which age categories/level groups - amount of players - invitation policy, maximum number of participants - playing material (boards, pieces, clocks, demo board) - press releases - pairing system (Swiss) - arbiters - present for participants - sponsor(s) - competition forms (pairings/who plays who; results) - scenario on paper, divide tasks among staff members - organizational time schedule before the event - set up tables in the playing hall - notice boards for round-by-round results - competition rules - presentation (big board at the entrance?) - microphones for announcements - First Aid - organization space - recreational space (comic books?) - how many rounds - opening (by whom) - time-control - general supervision on order/quiet - pins: staff member of organization - which own contribution, how to collect - draw up an estimation - computers, operation, pairing program, transportation - way of registration, contact addresses, final date - prizes - who gives prizes - treasurer, budget - rent of playing hall - cleaning - printing (invitations) - round schedule (playing times), breaks - eating/drinking - scoresheets

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E6 Scena rio weeken d tou rna ment The below scenario is based on the ROC Aventus Open Chess Championship of Apeldoorn 2007, which was organized by SBSA. The tasks have been anonymized, and for the sake of readability the text has been slightly abridged.

SCENA RIO ROC AVENTUS OPEN CH ESS CHAM PIONSHIP OF APE LDOO RN, 2007

Version 7 September 2007, name of author 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1 1. 12. 13. 14. 15. 16. 17. 18. 19. 20. 2 1. 22. 23. 24. 25. 26.

Date, location Organization Sponsor Layout of location SBSA website online Layout of playing hall Participants, entering participants in the program, boarding possibilities Bulletin for participants Registration on the first day of the tournament Opening Programme Live commentary Arbiters and computers + organization utilities Playing material Order, safety Recruitment and pr Financial matters Catering Cleaning Announcing the tournament to OSBO (i.e. the regional federation) / KNSB and submitting results Prize-giving Booksellers Chess newspaper Checklist of actions before, at the start of, during and after the event List of telephone numbers Various

189

1. Date, location 7, 8, 9 September 2007, De Brinkhorst, Ritbroekstraat 2, Apeldoorn Arrangements with location manager, confirmed by email Dates: Friday 7 (starting 17.00h), Saturday 8 and Sunday 9 September (until 18. 00h) Manager brings keys on Friday Rent for a socio-cultural tariff (shifts, not all hours) Send invoice to sponsor (contact person, telephone number) Halls no. 14 (big playing hall), 13, 9 and 5 for post-mortem analysis and hall no. 12 for organization Use of entire building, no other tenants Manager can be reached via telephone number, email address Sufficient amount of tables and chairs in the building Maximally 130 participants Reserve coordinator: name, telephone data, email Refrigerators arranged by SBSA with Schaakstad Microphone arranged by SBSA with welfare organization 'Wisselwerk' (contact person) Container for litter is available Coordinator can be reached by mail and telephone 2. Organ ization Stichting Bevorderen Schaken Apeldoorn Coordination and name of tournament director (mobile phone number) Communication via email (save copies in Outlook), telephone, verbally Keeping things up to date in documentation portfolio Annually extensive documentation of the tournament on CD-ROM, especially concerning organizational matters. Division of tasks: Explicitly mention names for the various tasks. Where there are no names, the coordinator takes care of the task (or asks someone else to do this). Coordination: two names Staff members for various tasks, with mention of names, tasks, times Catering Setting up/cleaning up Digital board Registration/pairing Substitutes in case of odd number of participants Arbiter Report in Schaaknieuws Live commentary: 190

SBSA website Various staff members Organization present: fill in times [Name] makes table numbers for A-group (with SBSA and ROC Aventus logos) 3. Sponsor Coordinator maintains contact with sponsor Arrangements with sponsor: Tournament is held on 7/8/9 september in De Brinkhorst, Ritbroekstraat 2 Coordinator arranges use of the building with the manager Last year's tournament has been documented on CD-ROM - give several copies to sponsor Further consultation about future tournaments SBSA treasurer sends an invoice Invoice De Brinkhorst directly via Accres 100 posters. Same procedure as last year, updated Digital file with new poster in jpeg to put on website and in email newsletter. Useful to send a proof 150 presents for participants (120 small for participants, 30 bigger for staff members) Aventus Communications asks chairman of the board to do prize giving Afterwards coordinator sends digital pictures with text for Aventus website Before the event, Aventus does internal pr via its magazine Aventijn and its own website Digital version of flyer with tournament data is mailed by coordinator SBSA generates publicity for the tournament via various media (see scenario) Coordinator can collect posters and presents at Aventus Contact data Aventus Chess newspaper Date of publication. Who signs advertisement contract Chess newspaper (full page, full colour, price: see agreement). Quarter page advertorial is delivered by Aventus, as well as tournament announcement. 4. Layout of location Play in big hall (top boards on the stage, long rows of tables). Analysis in three small rooms. Organization in small room. 191

Bar next to reception in the hall. Inner court and walk-around for recreation. Live commentary in the back of the hall on the left + pc connected to digital board. Borrow microphone via 'Wisselwerk'. Refrigerators and spare catering via contact Schaakstad (keys of refrigerators and storeroom). Take First Aid kit along. S. SBSA website o n l i n e Report on the tournament with result lists (Sevilla), reports, pictures and games. SBSA webmaster coordinates. Games of masters in A-group online after each round, if possible. Who enters the games in Chessbase? Webmaster uses SBSA laptop. Work in the organization room. Coordinator checks possibility of fixed telephone line - if not, wireless or from home. Also laptops for pairing (via fellow club members). 6. Layout of playing h a l l Friday 16.30h: layout of playing rooms Top boards on stage Tables in long rows with space in between 7. Pa rticipa nts, enter participa nts i n prog ra m, boa rd i n g possi b i l ities Participants: Expect around 110 participants In case of odd number of participants, four people are available as substitutes. Substitutes receive half point for every round they do not play. Application before the event via coordinator (email, telephone). Titled players, substitutes, staff members, guests, SBSA youth trainers do not pay entry fee. FM half price. Enter participants in Sevilla program: Players in two groups, in alphabetical order, and according to national rating on list / floppy (plus copy) for registration and pairing with Sevilla. Publish names of participants beforehand in SBSA newsletters, with national and, where possible, FIDE ratings. Webmaster publishes them on the website and enters them in Sevilla already (with backups). Make backup of results after each round. Note birth date and address of participants who don't have a K NSB number. KNSB wants these data and refuses to acknowledge the tournament results 192

without them. Boarding possibilities: No hotels (to save expenses). Name for coordination. Three addresses. 8. Bul letin for participa nts See appendices - updated by coordinator In English and Dutch 9. Entry on first day of the toura ment Registration: A- name, B- name. collect the money (not: titled players, staff members, SBSA trainers, substitutes) hand out bulletin for participants, Dutch and English check byes entry until 19.15h, new pairing after 19.30h Coordinator keeps money during tournament and settles with treasurer. Hand out presents on Sunday during afternoon round. A-g rou p payment Titled players, substitutes, staff members, SBSA trainers free Adults € 30,00 Youth under 20 € 20,00 During registration, write either amount paid or 'present' (without payment) behind name hand out bulletin for participants, Dutch and English check byes and note changes on list where necessary B-g rou p payment Adults € 25,00 Youth under 20 € 20,00 Substitutes, staff members free After registration, write amount paid behind name hand out bulletin for participants check byes and note changes on list where necessary 10. O pen in g By coordinator with microphone. Summary in English. Introduce yourself. Announcements during opening: 193

Welcome. Introduce arbiter. Mobile phones off, otherwise a loss. Refer to bulletin for participants, check byes. Thank sponsor, keep premises clean. Attention for Chess newspaper, SBSA email newsletters. Beware of noise nuisance for neighbours. Smoking outside on inner court. Results via scoresheets, brilliancy prize a digital clock (jury: live commentator) Request for silence in playing hall. Any questions? 1 1. Prog ra m m e Round 1 : Round 2: Round 3: Round 4: Round 5: Round 6:

Friday 19.30 - 23.30h Saturday 9.00 - 13. 00h Saturday 14. 00 - 18.00h Saturday 19.30 - 23.30h Sunday 9. 00 - 13.00h Sunday 14. 00 - 18.00h

Six rounds Swiss, 2 hrs pppg. Two groups: A from 1800 Elo, B maximally 1900 elo. New rounds are announced with microphone by coordinator. 12. Live com m enta ry Live commentary [name] Sunday afternoon 14-17h discussion of games. Brilliancy prize on the basis of games from Rounds 1-5 that have been sent in, and possibly from Round 6 if the live commentator selects a game himself. The live commentator decides, the audience thinks along. 13. Arbiters a n d computers

+

orga n i zation util ities

Names arbiter and assistant arbiters on the spot in time-trouble phase. Order Fide competition rules from K NSB. Lay scoresheets on tables, they also serve as result forms (arbiters). Order 800 scoresheets with carbon copy. Computers, install printers, reserve file on usb sticks. Computers SBSA laptop with printer, three laptops from fellow club members with printer. Take paper. Print out lists A-B for registration. Number scoresheets per group beforehand (arbiters). Envelopes for prize money. Keep byes up-to-date, different name per group. Number tables with stickers (arbiters). Pairing first two rounds by rating, then by Buchholz. Process results and lay aside candidates for brilliancy prize (arbiters). Record names, addresses and birth dates of ratingless participants at registration - not necessary if K NSB number is known. At 19.15h enter participants into computers, those not present get a bye, possibly pairing against each other New file name per round 194

Hang up pairings and results (with SBSA stamp) 'Silence please' signs in the vicinity of the playing hall. Arbiter starts the clocks at the beginning of the rounds. Put extra queens beside each board. Also mention byes on the website. Arbiter/organization: check empty boards after the start of every round. Pc's for digital board, pairing, Internet, entering games, spare laptop. Chessbase program to put top games on website. 14. Playing materi a l Top pairings play on wooden boards. Pieces/boards/clocks from Schaakstad Apeldoorn (calculate the number) and demo boards and digital board, present in the premises Take SBSA boards and pieces if necessary Blitz in auditorium with private clocks, can be obtained at the bar 15. Order, safety Tournament committee and arbiters keep a close watch on things, besides this: rely on social control. Take First Aid kit and put it near the bar. 16. Recru itment a n d pr Before Chess newspaper (door-to-door in Apeldoorn) SBSA email newsletters, information and lists of participants during a number of weeks SBSA email list (approx. 600 addresses) digital file poster Send Aventus logo to K NSB website for link to SBSA website Distribute posters at tournaments and to clubs and four libraries in Apeldoorn Flyers to tournaments and clubs Announcement on own website Pre-event story and report in local newspaper Pre-event story in free local paper Press release in advertiser Announcement for calendars of chess media: SchaakMagazine, Schaaknieuws, OSBOde, internet calendars KNSB, Jonkman, news group chess, www. schakers. info, www.chessvibes.com Regional broadcasting company, announcement via website Local sports magazine Possible other media (email media list) Press release, posters and chess newspapers via Aventus channels Announcement before the event on ROC Aventus website with poster Contact person emails youth Schaakmaat and school chess clubs (send 195

flyer) Secretary of Schaakstad emails members of Schaakstad After Report: Schaaknieuws Report SBSA email newsletter Report in local newspaper Report on K NSB website (with picture) Report www. schakers. info (with picture) Report ROC Aventus website, email pictures Afterwards, a report on CD-ROM with texts, pictures, games, film, newspaper reports etc. (for sponsor, staff members and various relations) Poster Text poster to Aventus. 100 posters: 20 ROC, 25 clubs, 4 libraries, S tournaments, various, and for furnishing playing hall Reduced pdf format poster of Aventus to SBSA for digital processing on website etc. Flyer Dutch, German and English, via website, SBSA newsletters, directed email messages and hand out at Schaakstad and De Schaakmaat. Mention parking possibilities. Mention free entry GM/I M (not: 'titled players') See separate files. Pictures/video With digital camera and video camera (charge beforehand). Afterwards, mail digital pictures to participants. Webmaster also makes pictures. 17. Financial matters Money prizes: A-group: € 1000,00; € 500,00; € 250,00; € 150,00; € 100,00 B-group: € 200,00; € 100,00; € 75,00; € 50,00; € 40,00 With equal pOints money prizes are shared, rounded up to the nearest € 5,00 Rating prizes: Five DVD's 'Training with Yusupov' (for categories, see the bulletin for participants). In case of equal number of points, Buchholz decides Brilliancy prize: DGT Easy Game Timer 19 1 196

Entry fee A-group: € 30,00 B -group: € 25,00 Youth (U20): € 20,00 1M's + GM's free Staff members, SBSA youth trainers, children of staff members and substitutes free Starting fees and guarantees A maximum of ten titled players (mainly from Apeldoorn) get financial conditions, also place to sleep for titled players. 1M's Schaakstad prize guarantee, i. e. : their prize is supplied in case it is lower than their guaranteed starting fee. Ask team captain to send a mail to the selection of Schaakstad. Budget RECEI PTS Sponsor contribution Aventus Contributions of participants Profit catering Total EXPENDIT URE Prize money Rating prizes (DVD's) Explication Organization (postage, notation, envelopes, petrol, food, organization) Starting fee/prize guarantees Hotel, pensions Uganda school chess Unforeseen/SBSA overhead Total Profits for the benefit of overhead SBSA. B efore: get small change. Coordinator does payments. Arbiters and staff members get their expenses covered, free food and drinks. Afterwards a free dinner.

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18. Catering [Name] takes 15 crates of beer and deducts from catering budget. Sale in reception hall Take along own coffee cups, sugar, milk Staff: names and spontaneous efforts Present as long as the premises are open Purchases: make a list, buy things Sale: make a price list Coffee-maker present as well as cups, glasses Bring along plastic cups Dishcloths, detergent, change, coffee filters, napkins, opener, cash box, cleaning towels Food and drinks are free for staff members and grandmasters Take catering gear to premises beforehand Catering coordinator makes purchases himself, and credit balance goes to SBSA Catering price list Coffee Tea Beer Red wine Jenever Cola Cola Light Spa mineral water Orange Juice Orange soda 7 up Ham roll Cheese roll Almond flavoured round Cup a soup Apple juice

€ € € € € € € € € € € € € € € €

0,60 0,30 1,50 1,50 1,50 0,60 0,60 0,60 0,60 0,60 0,60 0,60 0,60 0,30 0,60 0,60

Catering purchases (see list catering coordinator ) Coffee: Tea Beer Red wine Jenever Cola Cola Light Spa mineral water Orange Juice Orange soda 198

4 packs of coffee + 4 milk, sugar

2 packets 15 crates (depending on the weather - 15 crates were used up in the past two years) 5 bottles 3 bottles 90 litres 3 bottles 8 bottles 20 cartons 6 bottles

350 pieces Rolls Ham 130 slices Cheese 220 slices 4 Butter Almond flavoured roundsl00 Cup a soup 40 Apple juice 5 cartons 4 packs of 100 apiece Napkins Saturday morning: Collect remaining 250 of the 350 rolls Another 1000 cups More Cup-a-soup In case of shortage: borrow from storeroom Schaakstad and replenish later. Refrigerators already have cold beers and soft drinks, put the same amount in storeroom Schaakstad. 19. Clea ning Premises, toilets Afterwards and in between events 20. An nou ncement of tournament at reg ional federation OSBO a nd national federation KNSB, a n d s u bm itting resu lts Announcement. Send results to national chess federation for processing. If no national federation number: submit name, address, club, birth date and, if relevant, FIDE number. Results in SBSA newsletters and on website. With regard to names and addresses of players without national federation number: FIDE number instead of national federation number is OK. Only national federation number is also sufficient. For procedure sending information: see KNSB website. 2 1. Prize-g iving Money in envelopes, sufficient change, determine rating prizes. Hand out prizes with representative of Aventus (closing speech). Thank arbiters, catering, webmaster, organization, Accres and, last but not least, sponsor ROC Aventus. Bar open until 30 minutes after prize-giving, in the meantime local people/ staff members clean up, appeal on the spot.

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22. Bookse l l i ng Ask a bookseller to put up a stand. 23. Chess newspa per Lay down copies (also from earlier editions) in playing hall. 24. To-do checkl ist before, at the sta rt, d u ri ng, a n d afterwa rds Actions before -

check parking space in the vicinity and mention it in flyer contact with manager where necessary collect things to be taken along beforehand (in a crate) put byes round 1 on list check scenario regularly and update text where necessary send information for website to webmaster (update participants, flyer in three languages, tournament information) arrangements for report in Schaaknieuws (text, picture) arrangements for report on www. schakers.info. website KNSB catering purchase check with staff members if they will be present recruiting staff members to set up the pieces posters to libraries/public institutions, clubs, tournaments press release to media number stickers install Sevilla and Chessbase draw up budget and control it count playing material if necessary, an appeal for boarding addresses in SBSA newsletter mail flyer to clubs flyer in SBSA newsletter as attachment name-plates

-

print print print print print

out out out out out

' quiet, please, turn off mobile phone' (lOx) bulletins for participants (two languages) lists of participants for registration catering price list (in plastic standard) 'please mind our neighbours' near the entry

Contents crate with gear - pens - photo camera - number stickers - box for result sheets - cash box - usb stick - screwdriver 200

-

printing paper sellotape scissors extra cartridge floppy discs SBSA stamp blocnote felt-tip pen badges with names of staff members typed on them connection ca ble from camera to pc batteries

Take a long : -

Presents Aventus posters (furnishing) extra laptops, printer scoresheets Chess newspapers bag with spare queens rating prizes (glass chess sets, books) private clocks for blitz in bar DGT timer brilliancy prize

To do before the sta rt -

set up tables and chairs set up boards, pieces, clocks, demo boards in the hall lay down numbered scoresheets install digital board number tables with stickers registration, check byes, names/addresses/birth dates ratingless players put catering ready set up computers, printers hang up byes near the bar put results box ready hang up posters near first board and front door opening, with microphone hang up pairing near the bar and in playing hall check other halls put name-plates beside boards (possibly only highest boards)

Morn i ng of first tou rna ment day - buy things for catering and bring to playing venue (16.00h) - put ready Chess newspapers, laptop, crate with various, presents, camera etc. - check scenario and do various things 201

Afterwards Clean up first, then prize-giving (mention this in bulletin for participants) -

clear up boards, pieces, clocks, and count everything clean up take catering gear home calculate finances

2 5 . Telephone l i st 26. Various Guests: chairman of Aventus board, Sunday Points of attention: Give copies of games for article in Schaaknieuws Mobile phone number of coordinator, especially on website General [Name] only does things before tournament Overcapacity for tasks in case of drop-out Pass on pOints of attention to coordinator and note them for next scenario. APPENDICES: Bulletin for participants in Dutch and English. Flyer in Dutch, German and English.

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B u l leti n for participa nts ROC Aventus Open A peldoorn Chess C h a m pionship 2007 - Six rounds are played. The time-control is two hours per player, the FIDE competition rules apply. - There are two groups: A from 1800 Elo (the organization may allow lower rated players), B up to 1900 Elo. - Smoking is allowed on the inner court, not at the main entrance of the building. - Taking maximally two byes is possible in the first four rounds, check the list near the bar - if necessary, contact the arbiters. - In order to make the number of players even, substitutes may be used they get half a point in rounds they do not play and do not compete for the prizes. - The website www.sbsa.nl will have reports on the tournament. Also via the weekly SBSA newsletters. If you want to receive these messages, please apply to Karel van Delft. - Results will be sent to the Dutch Chess Federation KNSB for Elo rating; if you are a member of the KNSB but do not yet have a rating, please give your birthday and address to the arbiters. - All boards are in one and the same playing hall. - The pairing for each round will be hung up near the bar and in the playing hall. - Pairings first two rounds: Swiss, based on rating, after that: by Buchholz. - For a bye requested by yourself you receive half a pOint. - The arbiter determines the place of the clock. - Players are obliged to write down the moves until they have less than five minutes thinking time left. - The foremost sheet of the scoresheet is regarded as the result sheet. Players are required to fill in the result on this sheet and sign the form. The scoresheet must be put in the result box on the arbiters' table immediately after the game. - You can write 'BP' on the form if you want your game to be considered for the brilliancy prize (a digital clock). In principle, only games from the first five rounds that have been sent in are considered. - On Sunday afternoon, live commentator 1M Rob Hartoch determines who will be awarded the brilliancy prize, after consulting the audience. Mr. Hartoch is also at liberty to choose a game from the sixth round for the prize. Actually, the brilliancy prize is a public award: the audience determines which game it values most highly. - Analysing or blitz in the tournament hall are not allowed, this can be done in various analysis rooms in the premises. It is not allowed to take clocks outside the playing hall. - The arbiter is Paul Ham. Assistant arbiters may be appointed. - Arbiters' decisions are binding. - The tournament direction consists of Karel van Delft and Marco Beerdsen. - The tournament directors can be reached via mobile number 06 22 22 69 28. - In cases not covered by these regulations, the tournament direction decides. 203

Prizes Group A. 1. 000,00 500,00 250,00 150,00 100,00

€ € € € €

1st prize 2nd prize 3rd prize 4th prize 5th prize

Group B. 200,00 100,00 75,00 50,00 40,00

€ € € € €

Brilliancy prize : digital DGT clock. Rating prizes : The highest-ranked players in the following Elo categories are awarded rating prizes. A : 2201 - 2300, 2101 - 2200, 2001 - 2100, 1901 - 2000, up to 1900 B: 1701 - 1800, 1601 - 1700, 1501 - 1600, Elo up to 1500, no Elo Playing times Round Round Round Round Round Round

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1: 2: 3: 4: 5: 6:

Friday Saturday Saturday Saturday Sunday Sunday

19.30 9. 00 14. 00 19.30 9.00 14. 00

-

23.30h 13. 00h 18.00h 23.30h 13.00h 18.00h

E7 S u bjects for a pa rents m eeting -

technically: structure of the programme personality building (self-image, social skills) importance of analysing own games material (chess material, reading material) didactics motivation (intrinsic, extrinsic) variation interaction feedback differences in level challenges degree of complexity atmosphere student tracking system analysis questionnaire essence of lessons on paper week planning verbalization (games with verbal comments, analysis questionnaire) workload in hours use of demo board, or around the table procedures practice makes perfect importance of tactics fascination support own development on an adventure performance versus result

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E8 Study g u ide SBSA youth tra i ni n g

Study g u ide SBSA youth tra i n i n g season 2007/ 2008 For questions, contact trainers or organizers. Genera l rema rks With group trainings, knowledge, understanding and skills are increased. Level within groups is as equal as possible. Learning styles, talent and effort differ. Chess players themselves are responsible for their own input and development. It is important for parents to feel involved - and also, to be familiar with this program. Training participants can profit from the trainings and the possibilities offered by advice, and by the entire SBSA chess culture. He who wants to accomplish something must be resourceful, and study and play a lot. SBSA trainers and organization will be happy to think along. Tra i ners, org a n ization Trainers are 1M Merijn van Delft (Friday AB-group), 1M Yochanan Afek (Sunday AB-group) and Martin van Dommelen (C-group). Besides, 1M Roeland Pruijssers, Stefan Kuipers and Tom Meurs will be present as guest trainers and assistant trainers with various activities, e.g. opening study, as substitutes for absent trainers, and during Youth Meets Masters. The organization is in the hands of Marco Beerdsen and Karel van Delft. Trainings take place in the Mind Sports Centre Apeldoorn, Dubbelbeek 24, tel. 5332766. SBSA newsletters, emai l Via the SBSA newsletters and via email you will receive additional information about the SBSA youth training. Keep an eye on the SBSA newsletters for possible announcements and date changes. Expenses The trainings cost 250 euros per year for the A- and B-group, and 200 euro for the C-group. Kindly transfer to account number 39.32. 95.850 in the name of SBSA, Apeldoorn. First half before 1 October, second half before 1 February. In consultation other spreadings may be possible. Tra i ni ng days Calendar: see below, and/or in the SBSA email newsletters. It is possible that sometimes a training date is cancelled. These trainings will be rescheduled at the end of the season. Absence: check out via email to your trainer and to Karel or Marco. 206

Parents meetings On four Sundays, the dates of which will be announced (see SBSA newsletters), one-hour meetings for parents will be held in the early afternoon, on the subject of training and coaching. These meetings are coordinated by Marco Beerdsen and Karel van Delft. Subjects, p roced u res a n d lea r n i n g goa l s A- a nd B-groups Subjects: Friday, with Merijn: - classic games (Kasparov series) - themes 'Judgement and Planning in Chess' (Euwe) 60 min - self-study, tactics, various 30 min. Sunday, with Yochanan: - own games 120 min. - endgames (Silman), studies, various 60 min. A concrete l ist with subjects will be published at a later stage. The subjects will be announced in every training report. Procedures : Varying and interactive: demo board, playing out positions simultaneously/ in pairs, group discussion, a 'track' with a number of positions. Learning goals: To improve knowledge, understanding and calculating ability. Increase the fascination for the game. Promote self-study. Homework: - Email at least two self-annotated games in pgn to Merijn, Yochanan and Karel. - Interesting material to study at home is handed out regularly. - View interesting subjects for yourself via CD-ROM on self-study. - Trainers will occasionally give you positions to study. - Tactics (monthly 300 exercises on Tactic Server). Survey: The most important information is summarized afer each training and emailed to the participants.

2 07

Coaching A- and B-g rou p During the trainings, Merijn will devote attention to self-study. Questions on self-study can be asked to the trainers. See www.sbsa.nl under coaching/training for study tips. SBSA has a small library where you can borrow books. See also: supervision during tournaments. Subjects, proced u res and lea r n i n g goals C-g rou p Minimal level: Step 3. Subjects: Each training - discuss notable events/tournaments - discuss own games/fragments, learn Fritz - basic endgames (Silman) - technique/plans (Euwe) 'Chess Master versus Chess Amateur' (for two games, test homework; third game in quiz form) - mating attacks (Ftacnik) - the King's Gambit traps/variations - various/current events/experiences/films/cd-rom self-study - tactics solve/discuss positions and creative position Krabbe - closing round 'What have we learned?'

10 90 20 30

minutes minutes minutes minutes

20 20 20 20 10

minutes minutes minutes minutes minutes

Two lS -minute breaks. Procedures: For all items pOints will be given (score form). Frontal explanation with demo board. Discovery learning in pairs, or play out simultaneously versus teacher, followed by explanation. Discovery learning via group discussion and quiz form. Group conversations/discussions. Everything highly interactive and dynamic. Learning goals: -

discuss three games/fragments by each participant 50 basic endgame positions Silman 24 games book Euwe 'Chess Master versus Chess Amateur' 8 attacks on the king King's Gambit: principles, opening traps tactical positions Steps via self-study (30 a week x 40 weeks, including repetition) - 16 creative positions from current events and from literature - learn self-study, learn self-reflection, learn to formulate ideas

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Homework: - Mail every month at least two self-commented games in pgn to Martin and Karel. - Play through two games 'Chess Master versus Chess Amateur' every month (see floppy disc) - Step-by-Step Method 3x 1 D positions per week (teacher establishes the starting level) - You will regularly receive interesting material that you can study at home. - Look at interesting subjects yourself on CD- ROM self-study Survey: The most important information is summarized afer each training and emailed to the participants. Coaching C-g ro u p C-group partiCipants and their parents will have a 3D-minute talk with Martin van Dommelen two times a year. He draws up a schedule and invites them. These talks take place before or immediately after the training. During the talk, coaching lists will be used (see CD- ROM self-study, handed out earlier). Questions on self-study may be asked to the trainers. See www. sbsa. nl under coaching/training for study tips. SBSA has a small library where you can borrow books. See also: supervision during tournaments. Fritz, Step-by-Step M ethod o n CD-ROM, send i n ga mes Every participant has Fritz (analyse games and positions, save games, send to trainer) and the Step-by-Step Method on CD-ROM (study of tactics, exercise regularly, also: repeat). Data base Every training participant saves his own games in a database, for example in Fritz. Pen a n d notebook Take pen and notebook to trainings and make notes. CD-ROM self-study This CD- ROM, made by SBSA, contains many tips and a lot of training material, as well as some nice films. It is recommended to regularly have a look at it.

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Other tra i n i ng com ponents Apart from the trainings on Fridays and Sundays there are several other training variants: - 'Youth Meets Masters', a workshop day with masters and strong players. - Four rapid tournaments (see calendar). - Two opening trainings (introduction, two rapid games, analysis, simul against trainer) Two variations of the King's Gambit are discussed. Supervision: Martin and assistant trainer. Playing tou rnaments It is important that you regularly play games and visit tournaments. A useful tournament is the ROC Aventus Open Chess Championship of Apeldoorn on 7, 8 and 9 September. You can take two free rounds (byes), so you don't have to play in the evenings. In the SBSA newsletters there are announcements of tournaments. The K NSB calendar (see www. schaakbond.nl) also has announcements of tournaments. Supervision d u ri ng tou rna ments During several tournaments, (assistant) trainers and training coordinators wil be present part of the time, and training participants can ask them for advice. During the Open Dutch Championship in Dieren, training participants who take part in this tournament can analyse for several evenings at Karel's home with Merijn and, possibly, other international masters. Participants can visit several tournaments together with trainers and/or coordinators. Tips You can keep your training material in a binder with plastic sleeves. You can study more systematically by making a week schedule. In a diary you can briefly write down what you have learned after each training or self-study (this makes you reflect on what you learn, and you will also build up a reference book for yourself). On www. sbsa.nl there are study tips under the heading 'coaching/training'. The programme also contains names and addresses of trainers, organization and participants. There is also a SBSA youth training calendar 2007-2008 with a time schedule: Eight Friday evenings A-B-group: one hour and a half Eight Sundays A-B-group: three hours; C-group four hours Four Sunday afternoons rapid tournament, twice opening study Youth Meets Masters: one day 210

E9 The SBSA Youth Academy project i n Apeldoorn Introd uctio n : Since September 1998, SBSA (Stichting Bevorderen Schaken Apeldoorn, i. e. Foundation for the Promotion of Chess in Apeldoorn) develops all sorts of activities for chess players in Apeldoorn and the (wide) surrounding area. In cooperation with the Dutch Chess Federation K NSB, SBSA received a subsidy from the Dutch Olympic Committee NOCj NSF of 10,000 euros for the year 2005, with the aim to gain experience with talent development within a network of local cooperation forms. T hanks to this subsidy, the SBSA was able to organize a substantial number of extra youth activities in 2005. T hese new activities were assembled along with the already existing activities in the area of talent development under the name 'SBSA Youth Academy'. I nterview with Karel van Delft by W i l l y Hendriks In the following retrospective of the past year's activities, the focus is on the question what chess clubs can learn from SBSA's experiences. Could any (youth) club adopt SBSA's approach? Are there activities that can be organized by every club in the same way? These and other questions I asked to the driving force behind SBSA, secretary Karel van Delft (seconded by Hans Bouwer, treasurer of the SBSA). A yearly high pOint in your programme is the Youth Meets Masters event. This is a kind of workshop day where strong players from Schaakstad Apeldoom (such as Sipke Ernst, Artur Yusupov, Manuel Bosboom, Merijn van Delft, Arthur van de Oudeweetering, Rob Hartoch, Alexander Kabatianski) give lessons to youth players from Apeldoom and the (wide) surrounding area. An e vent like Youth Meets Masters - could any club organize something similar?

T he YMM formula hinges on two principles: to enthuse, and to pass on knowledge. Each trainer completes a programme with his group. This programme includes, among others, a game in the form of a quiz, an item with tactical positions, and a simultaneous display with a discussion afterwards. After this there is a collective blitz tournament and a pea-soup meal. Every time, the reactions of the participants show that this formula catches on fabulously. You can also organize something like this on a smaller scale - the latest Y MM had 8 trainers and 63 participants. A nice extra is that senior players and youth players can get into contact here. Of course the trainers don't have to be international masters. Any club with youth players can organize a day with a number of seniors who can offer the youth players a varied program. Didactic skills are useful, but it all starts with empathy. Enthusiasm, and sympathy and empathy for youth players, that is what matters ! You guys a ttach much importance to the so-called 'multiply effect'. You have described this as follows: 'It is important tha t as many strong players as possible are given the role of trainer. We want to spend each euro at least three times: we hire a trainer, those who receive training also give trainings, etcetera. This is a kind of 'miraculous multiplying '. Has this m ultiply effect been a success in the past year?

Partly. For example, Artur Jusupov and Alexander Kabatianski have given 211

trainings to the first team of De Schaakmaat, and players from this team have in turn given lessons themselves, or they have analysed with children on various primary schools. But sometimes there is no follow-up, which is why we have introduced the following rule for these trainings : either you train others in turn, or you pay for the trainings you receive. You see, it's impossible to keep track of everything. But on club level, for instance, these things can be organized without trouble. You hire a trainer, you ask him to give a training to the top players of the club, and in return you ask those players to train the rest of the club and youth players. T his way the project will come alive for everyone in the club. Some clubs have a formula with a (paid) player/trainer in their first team. I think this is also a fine elaboration upon the multiply formula. T hat is, as long as you take care that everyone interested can join in. Aren 't you afraid that a spanner may easily be thrown in the multiplying works if players are not capable of giving trainings - or do not feel like doing it?

Sometimes you get a spanner in the works, but as far as capability is concerned - as I already said, empathy and enthusiasm are the most important things. As soon as you have that, there are always possibilities. Not everyone is asked to give a training before a big group right away, it can also be done in smaller groups, or one-on-one. If you keep in mind the following four cornerstones, you will soon be able to start giving trainings: 1. study tactics; 2. play through annotated games; 3. stimulate your pupils to play a lot themselves, and analyse young players' games with them; 4 . introduce them to everything that chess has to offer - let them dabble with the material. Last year we had a Chess trainer A course by Paul Grooten with 8 participants from Apeldoorn and 4 from the surrounding area. It was a great success. So we have also tried to attract attention in the area of didactic skills. Coaching and training ha ve your undivided interest. I understand that at the moment you are working on a book on this subject. Is this intended to be a useful book for the a verage youth leader at a youth club ?

Absolutely ! I have nominated around 80 themes by now, about each of which I intend to write short pieces. T hose 80 themes rank under the following three cornerstones: training, coaching, and organization/communication. In this context, the idea of 'best practices' plays a prominent role : examples which have proved their worth in practice and are applicable for any club. I am writing the book together with my son Merijn and Artur Yusupov, and the photographer Fred Lucas also contributes. Like me, Merijn has a degree in psychology. Yusupov has been involved in SBSA activities for a long time, and of course he is a treasure-trove of experience at the highest level. An item that will surely receive attention in your book is the role of the parents. What is your view on this ?

That role is very important. Parents must be involved in the education of their children. If youth players are not supported by their parents, it will be very hard to accomplish anything. That is why we regularly organize parents meetings alongside our trainings. You will notice that parents will also often make a 2 12

contribution as volunteers. You have to take into account that parents often don't know much, so it is necessary to inform them well - meaning: you must point out to them what is going on in the chess world, but also coach them well, and make clear what is expected from them if they join club activities. In this respect, the SBSA newsletters also play a major role. In the past year, you ha ve organized a lot of activities. Has this generated much publicity ?

At the start of the SBSA Youth Academy, we had a simultaneous exhibition for youth players in Apeldoorn by Loek van Wely. That generated a lot of pUblicity. But other activities also attracted quite a lot of attention. Also, we publish the Apeldoorn Chess Newspaper on a yearly basis, as a loose supplement of a free local newspaper, in a circulation of 70,000 copies. The costs are entirely covered by the advertising revenues. We can safely say that this a unique publication in The Netherlands. We have brought out six issues so far. The success and the effects are hard to measure, but we still have the feeling that it is worth the trouble. For one, the bridge players in Apeldoorn look at it with admiration and would like to have such a periodical too! You yourself have a lot of experience in journalism, and you also have direct access to the media. Do you ha ve any tips for clubs tha t do not ha ve this direct access ?

It certainly helps if you have contacts. So that is my advice: do not only send a press release (but do send one ! ) if you want to attract attention to one of your activities, but also try to establish personal contact with the editors of a (free local) newspaper, by making a phone call or paying a visit to the editorial office. Do keep a press release short and to the point, as journalists have more work to do. You also record the larger-scale activities, like the simul with Van Wely and YMM, on film, photographs, documen ts, etcetera, and then you publish it on CD-ROM. What are the advantages of tha t ?

The most important thing is that it is a nice memory for the participants. But also with regard to contacts with current and future sponsors it makes for a nice visiting card. And to a certain extent it is also what I called earlier a recording of 'best practices'. It's not hard to make, it can be done on any club. Any club ? Are you sure ? I 'm not sure if I would be able to do this so quickly.

OK, granted, I have some help, but it is the copying of the material that takes up most of the time. That can be combined beautifully with, for example, reading a newspaper. You can divide the tasks - one makes pictures, the other makes a film, a third makes a sleeve or a sticker to paste on the CD-ROM; you can enter games in pgn, enter texts in Word, then you have to buy boxes, paste stickers on them, copy the CD-ROMs, and for less than one-and-a-half euro apiece the job is done. Can people who wan t to organize something like Youth Meets Masters order that CD-ROM with you ?

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Yes, they can, I will be glad to send them for a small compensation. Now we are talking about pr and related subjects. You send an email newsletter around every week. Do they receive positive reactions ?

The SBSA email newsletters are a fantastic means of communication. By now we have more than 400 subscribers and around 40 people who contribute directly. In chess-playing Apeldoorn and the surrounding area, there is quite a lot going on. There are several clubs, there is a broadly developed school chess scene, and there are many tournaments, trainings and other activities. Those SBSA newsletters do something that many clubs fail to do: simply inform people ! If you look at the SBSA Youth Academy 's goal - stimulate youth chess on all levels and you will automatically breed top players - how has that worked out?

If you take a look at our list of activities in 2005 (see appendix), you can see that they spread out in all directions. We have done our bit for (potential) top-class players as well. And now I can see a few among them who have the making of top players, but I won't mention any names out loud for the moment. Membership figures of chess clubs are dropping. Do you have a 'golden idea ' that can turn this trend around?

It is important to learn from each other. That's also what I mean by 'best practices', and this is how I want to do my bit. I also think that there are quite a lot of good ideas about membership recruitment around, but these ideas should be shared. When I see that the K NSB has a sizeable assortment of items avalable for club support, but they are quite well-hidden on their website, and you cannot even download many of them - I cannot understand that. If there are good ideas, then it is also important that there is an en thusiastic group of people who can put them into practice. Wha t 's the situa tion with SBSA like in this respect?

This also goes for SBSA, and for me this is a delicate point sometimes. Many people have contributed, but last year we had so many activities that sometimes it almost became too much for me. So for the future, we must see what we can keep doing and what we cannot do any more, and also how we can show others what possibilities there are to do certain things themselves. What I'm doing is real people work, and this has many good sides, but now and then it also brings disappointments. People who do not meet their appointments, or sponge on the activities of others, I have a problem with that. I think that in the chess world we must all be prepared to make a contribution. But, well, this problem with volunteers applies in many areas in our society. Perhaps we will end up like the Americans, who now have professionally managed sports clubs with very high membership dues. So be it. A well-known picture in (youth) chess is the follo wing: one organizer does a great many things, he is not very good at delegation, and without him the organization would collapse. Are you such an organizer?

Is this meant to be a provocative question? No, that's not how I see myself at all. We rely heavily on contributions and feedback from many different people. In fact, it is not at all my intention to do everything on my own. We from SBSA 214

want to do a number of things structurally, and a number of things once-only, to show what is possible. Call it creating a climate for chess which inspires others to get to work. It is important to create not only a structure, but also a culture where top-class players and recreational players, and also youths and adults, stimulate each other. Of this research-oriented culture that we have created, many youth players have profited, I think. We also have a few meetings every year, where all the people who are involved with SBSA join in the conversation and exchange ideas. This has led to new initiatives, like, for instance, a collective training for the school chess clubs and an enjoyable chess meeting at the end of the season, with people who give chess lessons at school or help with school chess activities. Last question : what can we expect from SBSA, and from you, in the future ?

We can look back on a great year with many activities. In the near future, SBSA will get round the table and see what we can do next year. As said, it is desirable that more people put their shoulder to the wheel with certain activities. As for myself, I hope to get a little more time in order to get my book going. But - last question, if I may turn things around - have you yourself seen any inspiring or new initiatives lately? Erm, let me think about tha t a little. The great strength of many SBSA activities seems to me to be the good con tacts between youth and senior players, between talents and strong players. On many clubs those two are worlds apart. That is also a way of taking youth seriously. My experience from last year is tha t SBSA 's motto, 'to develop a culture where top level and recreational level inspire each other', has truly been realized!

215

Appendix 1

Tips/ideas for every (youth) club *

When organizing activities, you will always need to improvise. So try to put as many things on paper as possible, in the form of a scenario and/or a checklist. This will avoid embarrassing moments like when you suddenly cannot print out a pairing because you forgot to bring along a spare cartridge.

*

With regard to publicity for your activities: try to make personal contact with the media. Keep your press releases short and to-the-point.

*

If you organize trainings for seniors, try to create a 'multiplying effect': see to it that the trainees in turn train others and spread further the knowledge they have acquired.

*

Appoint a (paid) player/coach for your first team. Then the players of that team can spread their knowledge further. This way, the entire club will profit from the sponsoring.

*

Get the parents involved in the (chess) education of their children - by organizing parents meetings, for example.

*

Get parents involved in the organization, but inform them well about what is expected from them.

*

Chess training starts with empathy!

*

Organize activities for youths and seniors together - this will stimulate mutual contacts and inspiration.

*

In youth trainings, always give feedback on your pupils' own games.

*

Take care that the communication is good between all involved. An email newsletter is a possible means to this end.

Appendix 2

A bird's eye view of the activities of the SBSA Youth Academy in 2005 Profile SBSA's aim is to promote chess in Apeldoorn. A lot of attention is paid to the stimulation of youth chess (top level as well as recreational level) - among others, with trainings, coaching, information supply and the organization of events. SBSA has been active since 1998, and operates within the active and successful chess scene in Apeldoorn: for instance, in recent years Apeldoorn has had various national youth champions, and the school competition in Apeldoorn has had more than 20 school clubs for years (who organize their own internal competition with roughly 800 children, as well as lessons in the Step-by-Step Method, with more than 500 certificates every year). SBSA's philosophy is not to aim solely at the top. Apart from structure, it is important to develop a culture where top level and recreational level stimulate each other, and where youths become the 'co-author of their own upbringing' ( Polgar). According to this motto, SBSA does a lot of work in the area of knowledge acquisition, and of passing on knowledge by means of coaching and training. The SBSA Youth Academy project is developed in consultation with 1M Willy Hendriks, who is charged with the portfolio of talent development on behalf of 216

the Dutch Chess Federation KNSB. Representing SBSA, Karel van Delft coordinates the activities. Hans Bouwer is in charge of various practical tasks. 1M Merijn van Delft, 1M Sipke Ernst, Lucien van Beek, Martin van Dommelen and Johan Wolbers are closely involved in the initiatives, as are youth leaders Hessel Visser and Heleen Kers (De Schaakmaat) and Henk Pruijssers (Schaakstad Apeldoorn). The SBSA Youth Academy cooperates with various organizations, among whom Schaakstad Apeldoorn, De Schaakmaat, the Apeldoorn Schools Competition, ROC Aventus, the Jussupow Schach Akademie and the Mind Sports Centre Apeldoorn, as well as various companies and organizations. The city of Apeldoorn is also involved in the project. Reports on the developments around the SBSA Youth Academy are published via the SBSA email newsletters and on www.sbsa.nl.

Activities 2005 1 . Youth Meets Masters: an annual day with various masters and approximately 60 participants. Workshops, a simultaneous exhibition, a blitz tournament, dinner together. 2. The regular SBSA trainings for (top) youth players in Apeldoorn: two groups with 8 trainings, two other groups with 16 trainings. Trainers are Lucien van Beek and Martin van Dommelen. 3. Individual coaching of four top talents from Apeldoorn. We also mediate for players who are looking for a paid trainer. 4. Two talent days to introduce the SBSA trainings, with a total of roughly 65 participants. 5. Visits to various primary schools with a simultaneous exhibition and an introduction of the Chess Academy by Johan Wolbers. 6. A chess camp during the Open Dutch Junior Championship in Hengelo, supervision and coaching, several dozens of participants, in cooperation with chess club De Toren from Arnhem. 7. Strong players analyse games at various youth tournaments (among others, the Photo Kuipers tournament). 8. Training sessions by Kabatianski and Yusupov at De Schaakmaat. 9. Training sessions by players from De Schaakmaat on various primary schools. 10. Workshops by Yusupov en Michalchishin. 1 1. Opening of the SBSA Youth Academy with a simul for youth players from Apeldoorn by Loek van Wely, around 40 participants. 1 2. Production of various CD-ROMs about SBSA activities. 1 3. Weekly publication of SBSA email newsletters. 14. Publication of the yearly Chess Newspaper Apeldoorn (which can also be viewed on www. sbsa.nl). 15. Organization

of

a

side

programme

at

the

'Kadaster

Dutch

Chess

Championship for Companies'. 16. Two opening theme tournaments, with an introduction of the opening in question, playing games and plenary analysis. 1 7. SBSA

Youth

Academy

conference,

followed

by

a

simul

by

Daniel

Stellwagen. 217

18. Import of chess sets from China, to enable school chess clubs to purchase cheap material. 19. Support of school chess club in Kampala (Uganda) with money and materials. 20. Collective training for all primary schools that have qualified for the championship of the regional federation OSBO. 21. Keeping the website www. sbsa.nl up to date. 22. Organization of the Chess trainer A course. 23. Chess stand on the spring market in Apeldoorn. 24. SBSA functions as an oracle for all possible questions about chess. 25. During the annual ROC Aventus weekend tournament, Rob Hartoch gave live commentary. Extra attention is given to youth talents. 26. Various strong players, like 1M Alexander Kabatianski and GM Artur Yusupov, are involved in the activities and regularly give advice. With general consent, Yusupov has allotted himself the title of 'senior advisor SBSA'! 27. Youth players can take part in the annual SBSA rapid and blitz tournaments. 28. Now and then youth players are taken along when adult players visit a tournament, and there they are coached on technical aspects. 29. During home matches by Schaakstad Apeldoorn, live commentary is given, which is very interesting also for youth players. 30. Inquiry at all school chess clubs. 31. Information meetings for parents. 32. And much, much more......

218

El0 Training with diagrams or board positions Introduction: As an introduction to tactical as well as positional subjects, young chess pupils often receive a two-dimensional presentation of themes: with books, workbooks, exercise sheets or a demonstration board. Exercises are also often made on a two-dimensional level (diagrams). Also, positions are set up on a board during trainings to introduce a theme, or to play them out, or to investigate or solve the position for yourself. This is a presentation on three-dimensional level. Sometimes the two are combined (position on a demonstration board and on an own board). Question 1: Does it make any difference in learning effect whether a theme is presented two- or three-dimensionally? Question 2: What are the advantages and the disadvantages of both ways of presentation? During a 'Chess trainer A' evening course organized by the Dutch chess federation KNSB in Apeldoorn in November 2005, no clear-cut answers could be given to these questions - neither by the teacher, nor by the participants. Marco Beerdsen, the father of a seven-year-old chess talent, says he has the impression that it is easier for his son to fathom positions in two-dimensional diagrams than on the board. The question urged itself whether this is a case of habituation, or of learning style - or does this apply to most or even all youth players? And even if this is the case, what about the transfer effects of trainings with two-dimensional diagrams to actual games? Or doesn't it make any difference anyhow? Edgar van de Oudeweetering, the father of a ten-year-old player, is of the opinion that for solving exercises, the length of variations, age, gender difference and visual setting are of influence. Gep Leeflang, who has been a top-100 draughts player for years, thinks that the size of the board matters: 'To us draughts players all these things don't make any difference, everything is flat anyway.' In the present investigation these questions are examined in three ways: •

Literature search

•

Interviews: what do trainers think of this subject?

•

An experiment: do pupils perform better on diagrams or on board positions,and what do they think of this themselves?

Literature search For our literature search we looked at a method which is predominant in The Netherlands: the Step-by-Step Method by the trainers Cor van Wijgerden and Rob Brunia. This item was rounded off quickly: there is no mention of the subject. 219

Interviews: what do trainers think of this subject? - 1M Alexander Kabatianski: Probably training with a board is better than with diagrams. You can give examples on either a board or a demonstration board, and then have your pupils exercise with diagrams on paper. If you hand out positions on paper, pupils can repeat the theme at a later stage. There is no best overall procedure for chess - there are good trainers with various methods, as well as different learning styles. Probably it does not play an important role whether you work with diagrams or with positions on the board. What is much more important is whether a pupil is interested. Kabatianski, who himself originates from Ukraine, does not know of any discussions around this theme in the former Soviet Union. He does remember certain debates about the question whether novice players should start studying endgames or with openings. Kabatianski

thinks that

the

way

a

trainer

transfers

information

is

more

important than whether the information is offered via a diagram or a board position. GM Adrian Michalchishin, for instance, speaks quickly and says a lot. GM Artur Yusupov and 1M Mark Dvoretsky speak slowly and deliberately. They turn questions into problems and discuss these interactively with their pupils. This increases their understanding, their motivation and their

concentration,

Kabatianski supposes. - GM Artur Yusupov prefers training vvith three-dimensional board positions to two-dimensional pictures, since a board position corresponds to the way a position is perceived during a game. In other words, an actual chess game is simulated. In his opinion, this will yield better learning results. If a position is depicted on a computer screen before him, Yusupov tends to move too quickly himself. He does not know if this is individually determined. He adds that he also studies two-dimensional positions in books. In the Soviet Union he has never heard of any discussion about whether it was better to present positions two- or three-dimensionally. He says that he has once tried to study positions depicted three-dimensionally on a computer screen. 'That does not work for me.' He also observes that the extent to which the transfer from two to three dimensions takes place, may depend on the level of a player. - 1M Merijn van Delft: 'The advantage of three dimensions is that this simulates the game situation, whereas two-dimensional may be a more practical solution. By the way, I think this is a highly creative question, and I don't have a conclusive answer to it. Variation is also important in a training, perhaps these procedures can complement each other nicely. More important than the procedure may be the amount; you have to practice tactics as often as possible. In order to become really good you have to devour chess books.'

220

- Martin van Dommelen (Elo rating 2 1 04, trainer SBSA youth training) 'Here is a brief idea about 2- and 3-dim. positions with trainings: I can agree with Yusupov's idea that by using a 3d position the game is best imitiated. But still I wonder if this is the best way to train. Most of the time it is easier to solve a position from the board than from a demonstration board. Therefore a demonstration board may be more challenging for children, as they will have to exert themselves more, concentrate better, and they cannot try out every move, but really have to check their thoughts with calculation. Actually, I always let the children choose if they want to work with or without a board.' Experiment: When do pupils perform better: playing from diagrams or from board positions? What do they think of this themselves? 27 participants at the SBSA youth training in Apeldoorn got ten minutes during a training session to solve six diagrams on paper, and then they got ten minutes to solve six board positions. The positions were a mix: half of them could be solved easily by average pupils, the other half was difficult. Afterwards, they were asked to indicate in a questionnaire whether they had a preference for either a two- or a three-dimensional presentation of positions during trainings. The answers varied, but the majority of pupils had a clear preference for three dimensional presentation. Remarkably, on average the oldest, i.e. highest-level group performs better on the board, whereas the other three groups perform better on paper. This may have been partly due to the fact that time was short and younger children have a greater tendency to walk restlessly and in a jumble from one position to the other, and thereby also lose time.

221

Questionnaire: Name: Age: Boy or girl: 1A -

I find it easier to solve a position: in a diagram on paper on a chessboard it doesn't matter

1B -

Why is this?

2A

I find it easier to solve a position:

-

on a chessboard on a demonstration board it doesn't matter 2B -

Why is this?

3A -

I find it easier to solve a position: in a diagram on paper on a demonstration board it doesn't matter

3B -

222

Why is this?

name

age

gender certificate

easier on score diagram diagram or board

score board

easier on board or demo board

easier on piagram or emo board

�

Joost

12

B

4

3

2

board

board

Anirudh

11

B

4

1

2

board

same

Jan-Willem

14

B

4

5

2

board

board

4

2

2

4

4

1

!same

demo board

�emo board �emo board �emo board Isame !same

lSame

demo board

demo board

board

diagram

Maurice

)ered

11

B

13

B

I

board

board

Kristianne

14

G

5

2

2

Koen

15

B

5

4

4

Isame

Morris

14

B

3

3

3

board

same

same

Tom

13

B

5

board

same

same

4

5

28

23 1

board

board

demo board

5

same

same

demo board

Sam

9

B

3

2

T homas

7

B

3

2

Marion

I

�rmen

12

G

4

3

4

diagram

board

12

B

3

3

3

diagram

demo board

Nico

12

B

4

2

4

board

�emo board

9

B

3

2

2

board

same

demo board

11

G

4

2

3

same

board

diagram

Martijn Kyra-Tiana

I

16

I'

1

demo board

22

Nico

10

B

3

2

1

board

same

Roy

11

B

4

1

4

board

same

Gerwin

14

B

3

0

Nick

11

B

4

2

Remko

12

B

4

I

diagram

Isame

Idemo board Idemo board Isame Idemo board

4

board

board

3

board

board

same

same

same

3

6

8

18

Fons

10

B

3

1

3

same

demo board

demo board

Petra

11

G

3

1

4

board

board

diagram

Sharon

12

G

4

2

1

board

board

demo board

Sybren

8

B

2

0

1

board

board

demo board

Bas

10

B

3

0

0

board

same

same

Edgar

10

B

2

0

2

board

same

demo board

4

11 board 12

diagram 4

board 18

�iagram 2 !same 7

demo board 5 demo board 15 same 10

same 8

223

Ell Tasks of a team captain A team captain fulfils a number of tasks. It is useful to make a list of these. Then you won't forget anything and it will cost you less time and energy. The below list was used by Karel van Delft when he was the team captain of Homburg Apeldoorn. Before the match Follow correspondence with KNSB and keep the competition guide Home match: invite arbiter one week before the match (route description) Home match: invite opponent a week before the match (route description) Phone or email players where and at what time the next match will take place, arrange for a substitute player Give players suggestions for transport, or arrange this Make a team lineup and inform players via email, telephone If necessary: team meetings (consultation, training) Bring scoresheets and competition forms Home match: arrange for live commentary Publicity before the match in various media Manage sponsor money (plan expenses) Withdraw money for payments Boarding for various players (before the match, and after the match for players who cannot get home) On the day of the match Know KNSB membership numbers Name-plates, results form Fill in and sign competition forms During home match: offer opponents and arbiter something to drink Bring competition rules and FIDE Rules Give scoresheets (with carbon copy) to players and collect them after games Arrange payments Consultation in case of draw offers Hand out Chess newspapers Make pictures Offer CD-ROM to opponent and arbiter Afterwards Home match:

call results service and submit the match result (see

competition guide) Make report with individual results for newspaper Report for SBSA email newsletter Home match: arrange for report to be made for Schaaknieuws Enter games, send as attachment to SBSA email newsletter Home match: mail individual results to KNSB

224

E12 Inquiry youth section De Schaakmaat Inquiry youth players De Schaakmaat, Part A

THIS IS THE FIRST PART OF AN INQUIRY. PLEASE HAND IT IN NEXT WEEK TO HESSEL VISSER OR KAREL VAN DELFT. NEXT WEEK YOU WILL GET A SECOND, MORE EXTENSIVE INQUIRY OSBO training Several times a year, OSBO organizes youth trainings for strong and motivated young club players. These trainings are held in Apeldoorn. One time in 1992, 20 youth members took part, and another time there were 13. 1. Have you ever participated in such a training? Yes/no 2. If yes, what did you think was good about it, and what wasn't? The Belorussian trainer Sergey Parmon will give OSBO trainings on Sunday February 28 in Apeldoorn, in 'De Kayersheerdt'. One group is held from 10.00-13.00h ( 10 guilders) and one group from 13.0018.00h (15 guilders). Parents/others interested are also welcome, entry fee is the same. 3. Are you interested in this? Yes/no On April 4 and May 2 there are again OSBO trainings (trainers: Marc Jonker, Renate Limbach, Dharma Tjiam, Theo Hommeles). Subject is 'the pawn'. A pawn looks insignificant, but don't be fooled... Together these trainings cost 30 guilders (half of this amount if you are unable to attend on one of the days, e.g. because of spring holiday). 4. Do you want to receive more information about this? Yes/no Simul by Sergey Parmon On March 1, the Belorussian trainer Sergey Parmon will give a simultaneous display for adult players of De Schaakmaat. Place: De Drie Ranken. Start: 19.00h (until approximately 21.00h). Youth players and their parents are also allowed to take part. Entry is free. Will you be coming too? Yes/no Inquiry youth players De Schaakmaat, Part B

For some time we have been doing some extra things for youth players of De Schaakmaat. You don't have to take part in every activity, because we are a club that wants to offer something to suit all tastes. We want to ask you a quite large number of questions about this. Your answers will help us find out how we should do different kinds of activities. If you find the questions difficult, your parents can help you. If your answer is too long, you can use the back of this sheet to write more. We think it is very important that everyone thinks along about the club and gives his opinion. It's a long list, but this information is very important for the club. W E WANT YOU TO RETURN THIS FORM NEXT W EEK The inquiry also has a separate part that has to be filled in by your parents or guardians. A report on the inquiry will appear in De Koningsvleugel (i.e. club bulletin 'The Kingside'). In response to your answers we may contact you. Delete where appropriate. You can hand in the inquiry to Hessel Visser or Karel van Delft.

225

De Koningsvleugel 1. 2. 3. 4. 5. 6.

Do you read De Koningsvleugel? yes / no What do you find interesting in De Koningsvleugel? Have you ever written anything in De Koningsvleugel? yes / no Would you want to write in De Koningsvleugel (e.g. a report on a match, or an analysis). yes / no If yes, what? Have you read the blue issue of De Koningsvleugel about training activities? yes/no If yes, what did you think of it? Do you have any ideas about how De Koningsvleugel can be improved?

Schakend Nederland (i.e. 'Chess in The Netherlands', official magazine of the Dutch chess federation KNSB, nowadays called: SchaakMagazine) 1. 2. 3. 4.

Do you read the Youth section of Schakend Nederland (the yellow section)? yes / no Do you read the rest of Schakend Nederland? yes / no If yes, what do you think of Schakend Nederland (what is especially interesting, what do you miss, what remarks do you have)? Do you solve the diagram quiz (you can send it in)? yes / no

Chess magazines 1. 2.

Do you subscribe to chess magazines? yes / no Which ones? If yes, what do you think of them?

Step-by-step lessons 1.

Do you attend Step-by-Step lessons? yes / no \"Jhat do you think of these? Too fast / too slow / tempo is just right / boring / interesting Is there something else you would want to do du ring the lessons? yes / no 3. If yes, what? 2.

Simultaneous display Now and then an adult player gives a simultaneous display. 1. 2.

Have you ever taken part in such an event? yes / no Should we go on organizing such events? yes / no

Club competition 1. 2. 3.

4.

5.

Until when do you usually notate your moves? Do you think the playing hall is quiet enough? yes / no Are there things that irritate you? If yes, what? Do you get enough time to think? yes / no If no, how much time would you want? Is there anything you would want to be arranged differently? If yes, what?

OSBO competition 1. 2. 3. 4.

Are you taking part in the OSBO competition at the moment? yes / no If yes, how do you like it? Are there things that could be better arranged? Do you want to play next season? yes / no

Championships 1. 2. 226

Have you taken part in the OSBO championship in De Stolp? yes / no If yes, how would you evaluate the organization?

3. 4. 5. 6.

7. 8. 9. 10.

Will you take part in the Apeldoorn Championship? yes / no Do you want to take part in the Open Dutch Youth Championship in Hengelo this fall (this will last one week, we're going with a number of players)? yes / no In the summer, do you want to take part in the Open Dutch Championship in Dieren (duration: one week, you can take part in the C- or B-group as a youth player)? yes / no Would you take part if an Apeldoorn blitz championship were organized ( 1 day)? yes / no Would you take part if an Apeldoorns rapid championship were organized (1 day)? yes / no Do you (or your parents) have any objections against the organization of activities on Sundays? yes / no In which other championships have you taken part? Can you remember any pleasant experiences which De Schaakmaat can use as models?

Analysing after the game From 1l.00-13.00h you can analyse your game in a separate room. There will be various adult players who can help you with this. Analysing is important, because if you want to become a better player, you have to reflect on your experiences. This is important for all players, even if you are only five years old. If your opponent does not feel like it, you can also analyse with someone else who is sitting by himself, or with an adult player. 1.

2. 3. 4.

Have you ever analysed a game at the club? yes / no Have you ever analysed with an adult player? yes / no If yes, how did this go? Will you analyse your games at the club in the future? yes / no Do you have any further remarks on this subject?

Analysis questionnaire In the blue issue of De Koningsvleugel there were a long and a short questionnaire that you can use when analysing your games. 1. 2. 3.

Have you ever analysed with this? yes / no If yes, did you use the long or the short version? If yes, what did you think if it? Do you have any suggestions for improvements on the list?

Notice board 1.

2.

Do you think the notice board is well organized? yes / no What could be improved?

Picture survey 1.

2.

Is your picture already in the picture survey (who's who at De Schaakmaat)? yes / no Do you find the picture survey useful?

Ceefax, newspapers, books, library 1. 2. 3. 4. 5.

Do you ever follow the chess news on Ceefax? yes / no Do you ever play through games from a newspaper? yes / no Do you ever borrow books on chess from the library? yes / no Which books do you find good, and possibly interesting for other youth players? Via De Schaakmaat you can order the book '400 Kurzpartien' (400 short games, arranged according to 50 different openings) for 7 guilders. They are easily understandable, even without knowledge of the German language. Are you interested in this? yes / no

Training groups A number of players really want to practise chess as a sport. This is not obligatory, but it is possible at De Schaakmaat. At the moment there are 19 youth players in training groups. This means that they regularly visit an adult trainer at home (mostly two times a month) to analyse, study openings, attend theory lessons, etcetera. These players are also required to do some work at home, and in between trainings they gather 227

together regularly. So the trainer's function is to support, not to explain everything over and over again. 1. 2.

If you are not in such a group already, would you be interested to join one for the next season? yes / no If you are in such a group, what are your experiences up till now? (which subjects do you like, which subjects don't you like, what could be improved?)

Opening study A chess game begins with an opening. It is quite useful to know a little more about openings. This already happens in training groups, and Merijn is writing a series in De Koningsvleugel (which is useful to collect!). Also, we have decided that once a month an opening will be discussed at the club (from 12.3013.30h). These trainings are given by adult players. We have already had one training. With the eight players that were present (a number of players couldn't make it due to their participation in championships) it was decided that we will use the following procedure: Beforehand you get information (on a few sheets) which you study by yourself. The training starts with a simultaneous display (half an hour) where you are obliged to play a certain opening. In the second half hour the opening will be discussed by looking at one of the games played in the simultaneous display. The dates will always be announced a few weeks before the event. 1. 2. 3. 4.

Do you want to regularly take part in this? yes / no Are you unable to come (because you have another sport in the afternoon) but do you want to receive the information? yes / no Which opening would you like to discuss? Which openings are you playing yourself already?

Self-study Some players would like to do more work on chess at home, but they don't know how to go about this. At the club we can help you with that. 1.

Would you like to have a talk about how you can spend more time on chess at home? yes / no

Chess diary 1. 2. 3.

Have you read in De Koningsvleugel why a diary can be useful? yes / no Are you keeping a chess diary? yes / no Do you want to be shown an example and receive help with starting a chess diary? yes / no

Extra club trainings On January 24 there was a training in De Kayersheerdt about the Timman-Short match. Marc Jonker analysed a game and gave a simultaneous display. Each participant paid 5 guilders to cover the expenses. 13 youth players and 5 parents were present. 1. 2. 3.

If you have attended this training, what did you think of it? Do you think activities like this should be organized more often? If you have not taken part, would you like to take part in such events in the future? yes / no Do you have any ideas about possible activities? Which ones?

Training trip / double training A number of youth players are developing strongly. This leads to a demand for good/varied training opportunities. The idea has been suggested to look outside the OSBO area for other clubs to occasionally organize things together. For example: a day's visit (probably on a Sunday) to another town, playing a team match, analysing 228

with your opponents (with adult supervision) - then a chess lesson by a good player about a certain subject, and a simul as a dessert. In between events there is a collective lunch. And one month later we receive the same club in our town. 1.

2.

Would you like to take part in such an event? Do you have any more ideas about this? Such as?

Video 1. 2.

Are you interested in borrowing an ( English-language) video about Bobby Fischer or Garry Kasparov (interviews and games)? yes / no Do you possess any video material yourself that may be interesting for other players at the club (e.g. TV matches in Germany)? yes / no

For girls A while ago, former Dutch Women's Champion Renate Limbach gave an afternoon training about a number of different chess subjects to six girls from De Schaakmaat (for a small fee). 1.

Are you interested in this? yes / no

Chess weekend Many sport clubs have a yearly sport weekend on a farm, or something like that. A number of De Schaakmaat members thinks this would be a good idea for our club as well. 1.

2.

Would you also like to have such a weekend? yes / no Do you have any ideas or suggestions for this?

Special trainings Last year, Merijn, Jelmar, and two other OSBO players trained one afternoon with Dimitri Reinderman (Dutch youth champion and the junior no. 3 in the world!). The participants paid for this themselves, but the costs weren't very high (what do tennis lessons or piano lessons cost?). Something like this could possibly be organized again in the future. 1. 2.

Are you interested in this? Do you have any suggestions for this?

Correspondence chess (playing chess by letter or by postcard) This is a useful, instructive and enjoyable pastime! Hessel Visser is the secretary of the Dutch Federation of Correspondence Chess Players. Erik and Jeroen are taking part in an official competition. Jelmar, Merijn and Emile play correspondence chess with former Open Dutch champion Nico Schouten. But you can also do this with a friend. 1.

2.

Do you already play correspondence chess? yes / no Do you want to know more about this? yes / no

Chess computers 1. 2. 3. 4.

Do you ever play against a chess computer at home? yes / no If yes, against which program? Have you ever played against a computer with a friend (by consulting someone you can learn a lot)? yes / no There is a possibility to organize a lesson about NICbase (a chess program with many search options). Are you interested in this? yes / no

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Tournament of generations 1. 2.

Do you think it would be nice to play a tournament with adults once a year? yes / no Do you have any ideas about this (for example, having a very good player give a simultaneous display, etcetera)?

Tournaments 1. 2.

Do you want to be informed about championships and tournaments outside Apeldoorn? On the Queen's Birthday there is a tournament for mixed teams of various ages (with a youth leader) in Den Bosch. Would you like to compete in this? yes / no

School chess 1. 2. 3. 4.

What school do you go to? Is chess being played at your school? yes / no If yes, what activities are taking place? Do they also have activities that might be good for De Schaakmaat? Such as?

Fun 1. 2.

What do you like most about De Schaakmaat? What do you dislike most about De Schaakmaat?

Other things Are there any other chess activities that you do which have not been discussed here, and which may be a good idea for others as well? What can be improved at De Schaakmaat Please write down below all the ideas that you have about things that could be improved at De Schaakmaat, or things that you miss. FOR PARENTS/GUARDIANS As a chess club, De Schaakmaat tries to offer a programme that is as complete as possible. We want to accommodate the recreational chess player who wants to learn some theory (Step-by-Step Method) alongside another sport he may be doing, and just wants to play a nice game of chess. We also want to offer opportunities to top-class chess players (a number of youth players are competing on national level). We think that these two approaches can go hand in hand. Also, we are a large club (roughly 90 senior members and roughly 90 youth members). This requires a good organization of a number of things. Commitment of (youth) members and parents is an important factor here. This is also the purpose of this inquiry. So we would like to ask you to kindly fill in this inquiry and, where necessary, help your child to fill it in. Do you read the youth bulletin De Koningsvleugel yourself? yes / no Are you (which one of the parents/guardians) involved in the youth section? Which tasks do you perform? 3. Would it be possible for you to come and help in the coming season (we may be needing your help several times a year for certain tasks)? Please circle which activities you would want to do or continue doing. Please also indicate which one of the parents/guardians 1. 2.

o o o o o o o o o 230

sweets stall supervision OSBO team giving Step-by-Step lessons driving to tournaments supervision of training group editing De Koningsvleugel being in charge of the playing hall during competition help with analyses 1l.00- 13.00h help with opening study

o I want more information about the possibilities 4. Do you think the membership fee is high / low / just right? 5.

Would you be prepared to pay a higher membership fee if this means that there will be more and better facilities available for the youth section? yes / no How high a raise would be acceptable?

6.

Do you think that now and then the club should be allowed to use money from the general fund to hire an external trainer (e.g. Marc Jonker or Renate Limbach), or do you think that the participants of these trainings should pay for this themselves? (the background of this question is that some people think that paying (top) trainers is principally incorrect and that this should be paid for by those involved, while others think that free participation will be an incentive, and that such things are normal for a (mind) sport club. ) Please circle what we should do in your opinion Financed by general fund Participants pay themselves Don't know

7.

Karel van Delft has written a brochure on sport psychology and coaching for youth players. On February 4 and 25, two meetings have been arranged with close to twenty interested persons.

Knowledge of psychology is useful for chess players. You can: Learn more efficiently and more effectively, and with more motivation; Learn to think more economically/more systematically; Learn about self-management (self-confidence, concentration, etc.). Knowledge of psychology is also useful for supervisors (e.g. didactics, communication). Good quality supervision is important not only in top-class sport. After all, sports are mostly pursued for fun, and the quality of the supervision can be important for the personal education of the player. We should add here that going in for top-class sport (within the limits of their possibilities) can have a very positive effect on children. The brochure consists of 52 pages in AS format and costs 5 guilders. Are you interested in this brochure? yes / no 8.

Are you satisfied with the current club accommodation? A. yes B. no C. don't know D. suggestion for accommodation:

9.

Have you read the blue issue of De Koningsvleugel (named 'chess psychaos') about training possibilities? yes / no Do you have any remarks on this? If yes, which?

10.

What do you think of the idea of seeking sponsors for extra activities? A. for B. against C. don't know

Do you have any suggestions for sponsors, or do you have contacts with possible sponsors? 11.

What could be improved at our club in your opinion? Do you have any other remarks or suggestions?

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GLOSSARY

Activity - effectiveness of pieces Adjournment - break during a game, which is continued later Advanced Chess - chess variant where consultation of computers is allowed Aiming - bringing a piece, via a threat, to a square where it can attack Algebraic notation - notation system that codes moves with letters and numbers Ambition - goal which a player wants to achieve Analysis - investigation of a position Analysis questionnaire - questionnaire that enables the user to analyse a position systematically Angstgegner - weaker or equivalent opponent against whom performance is bad Annotated games - games with annotations in words and/or variations Arbiter - referee in chess Artistic aspects - esthetic qualities of a position Attack - activity aimed at assailing the enemy position Audience - spectators at a chess game Back rank - first or eighth rank on the board, 'bottom rank' Back-rank mate - mate with rook or queen on the bottom rank Backward pawn - pawn that is less far advanced than its colleagues and cannot be protected by them Bad bishop - a bishop that is hindered by its own pawns standing on the same colour Bad form/Loss of form - a player performs below his normal level Battery - two pieces standing on one file, rank or diagonal, making a combination possible Bind - grip on the position, and the space advantage that goes with it Bishop endgame, Bishop ending - endgame/ending where there are only bishops and pawns left on the board Bishop pair - two bishops, as opposed to e.g. bishop and knight, or two knights Blindfold chess - variant where the players do not see board and pieces, they must visualize them in their heads Blitz - a chess game with a very short time-control, often five minutes per player per game Blitz tournament - tournament with games with a very short time-control Blockade - stopping an opponent's pawn by putting a piece on the square before it Blunder - a grave mistake that results in a great disadvantage Board - the playing field, consisting of 64 squares Bolthole - playing a pawn forward to prevent the own king to fall victim to a back-rank mate (also: luft) Boxing in - to deprive a piece of the possibility to escape (also: 'enclosing') Breakthrough - when a pawn breaks through the enemy lines Brilliancy prize - prize for the most beautiful game in a tournament Browsing - spontaneous and unordered investigation of interesting issues Buchholz - criterium to determine the final rankings or the pairings by looking at the opposition each player has faced Bye - free round Caissa - goddess of chess Calculating ability - the ability to calculate variations Calculation - ascertaining with the help of variations where a combination leads to Candidate moves - moves that come into consideration to be played Capturing - conquering a piece or pawn of the opponent Castling - playing king and rook in one move Centralization - putting pieces in the middle of the board Centre - the four central squares of the chess board Character - mental qualities of a person Chasing - forcing an enemy piece with threats to go to a certain square Check - the king is under attack Checkmate - see 'Mate' ChessBase - German chess publisher Chess clock - clock that registers how much thinking time players use 233

Chess club - club where chess is being played Chess column - column in a medium about a chess subject Chess computer - computer with which chess games can be played Chess computer program - program for playing or analysing chess on a computer Chess culture - circumstances where there is a lot of attention for chess in many ways Chess development - the development of chess skills Chess didactics - method of teaching chess Chess During the Day - organization that allows people to play in a chess competition during the day Chess festival - event with numerous chess activities Chess Informant - a chess periodical with opening variations, published in Serbia Chess newspaper - newspaper which is entirely devoted to chess, like 'Schaakkrant Apeldoorn' in The Netherlands Chess machine - device that can play chess, predecessor of the chess computer Chess pedagogics - method of chess education Chess psychology - psychological knowledge of behaviour concerning chess Chess video - video about a chess subject Clock simul - simultaneous display where players get a fixed amount of time Closed game - way of playing where many lines are blocked by pawns Closed Games - openings that start with the moves l.d2-d4 d7-d5 Club bulletin - bulletin published by a club for its members Coach - someone who supervises a player Colour - the colour with which someone plays, i.e. white or black Colour complex - a group of squares of the same colour, i.e. white or black, on the board Combination - forced sequence of moves with the aim to achieve an advantage Compensation - when a material disadvantage is counterbalanced by other factors Competition - system of matches where individuals or teams play against each other Competition rules - rules concerning a competition Composer - someone who creates chess studies/problems Computer chess - chess with a computer Concentration - when thinking is focused on a certain task Condition - (physical) shape Connected passed pawns - two or more passed pawns on adjacent files, cooperating Constructive thinking - systematic, purposeful, efficient and effective thinking Consultation game - game where players are allowed to consult each other Coordinates - letters and numbers that are used to indicate the squares on the chess board Correspondence chess - playing a game via mail or email Counterplay - the player who has had to defend until a certain moment becomes active Courage - the readiness to take risks Creative thinking - thinking with an eye for unexpected possibilities Critical position - decisive moment in a game Crosspin - a pin is crossed by a pin by the opponent Cup matches - matches in a system of elimination, only the winners qualify for the next round Database - data carrier in a computer Decisiveness - ability to take decisions Decoy/diversion - enticing a piece to move to a certain square where it can be attacked Defence - taking measures against an attack Deflection - enticing a piece to move to a certain square where it can no longer fulfill a certain function Demonstration board - big chess board against a wall on which a game can be explained Desperado - sacrificing a piece which is lost anyway Development - the extent to which pieces have been brought into play DGT - Digital Game Timer, digital chess clock Diagonal - a diagonal line on the board Diagram - picture of a chess position Diary - notebook where instructive facts are recorded Didactics - the method of teaching Discovered attack - remove a piece to enable a piece behind it to attack Discovered check - remove a piece to enable a piece behind it to give check Double attack - when a piece or a pawn attacks two targets (piece, pawn, square or king) Double check - two pieces give check with one move 234

Doubled pawn - two pawns of the same colour on the same file Draw - game ends undecided Dream position - a position with a great advantage Drive - the extent to which someone is able to keep taking blows while striving to achieve his goal Dynamic chess - playing style with much activity, contrary to static chess Eliminate - beat a player, who is then cut out from a tournament; also: capturing a piece Elo system - system with rating points, devised by professor Arpad Elo, which indicates playing strength Email newsletter - newsletter distributed via email Emotions - feelings Empathy - the ability to sense another's feelings Enclosing - to deprive a piece of the possibility to escape (also 'boxing in') Encyclopedia - book of reference on a certain theme, for example openings or endgames Endgame/ending - final phase of a game, when there are few pieces left on the board Endgame study - composed endgame position Energy management - management of own amount of energy English notation - certain notation system developed in England En passant - when an enemy pawn has moved two squares on the previous move, ending up next to the opponent's pawn, it is captured by the latter in such a way as if it had moved only one square Escape square - square to which a king or a piece can escape Euwe - the only Dutch World Chess Champion, author of many chess books Exchange sacrifice - exchange of a rook for a bishop or knight Exchanging - both players capture a piece from the opponent Exercises - activities aimed at improving skills Experience - events that a player lives through in games Experimenting - trying out possibilities False negative - wrongfully assessed as insufficient False positive - wrongfully assessed as sufficient Falsification - checking if something is untrue Fascination - great enthusiasm about something Fear of failure - the fear of not achieving a certain goal Fianchetto - placement of a bishop on square b2, g2, b7 or g7. FIDE - world chess federation (Federation Internationale des Echecs) FIDE master - title bestowed by FIDE on a player who has an Elo rating of 2300 or more File - eight vertically adjacent squares File clearance - opening a file by playing a piece or a pawn Fixation of thought - being focused on a certain thought, which makes you miss other things Flag - part of a mechanical chess clock which indicates when a game is lost by falling down Flank - one half of the board: kingside or queenside Flexibility - versatility Flow - excellent frame of mind with characteristics like total concentration Fool's Mate - the end of the shortest possibe chess game: 1. f3 eS, 2. g4 Qh4 mate Force - impose a continuation upon the opponent in a forceful way Fork - when a pawn or knight attacks two or more pieces at once Fortress - position that is defendable in spite of a material disadvantage Four-column notation - notation of a game in several columns as a training procedure (in this variant, expected and possible moves are also put on paper) Four-event match - four chess players each play one game against each other Fritz - computer chess program Fun - enjoying the game of chess, which contributes to the development of talent Gambit - way of playing where material is sacrificed in the opening Game - chess contest Game analysis - investigation of the developments in a game Game collection - publication of a number of games, e.g. of a certain player, in one volume Game quiz - questions about a game with which points can be gained Garde clock - chess clock with mechanical works Gens Una Sumus - 'We are one family', the motto of world chess federation FIDE Glanzpartie - brilliant game Goal setting - determining which goal must be achieved 235

Golden rules - 1. pawns in the centre, 2. develop pieces, 3. bring king into safety Good bishop - bishop that isn't hindered by its own pawns standing on the same colour Grandmaster - title bestowed by world chess federation FIDE, requirements : three grandmaster norms and an Elo rating of minimally 2500 Grandmaster draw - the players agree to share the point without a struggle Group training - training in a group Half-open file - file which is closed off only on one side by a pawn Hash table - memory function of a chess computer with earlier moves and evaluations Helpmate - when mate is made possible by a move of the opponent Hole - a square that cannot be protected by a pawn any more ICC - Internet Chess Club, online chess club Imaginative power - the extent to which a player can imagine variations In-between/intermediate check - giving check to the enemy king during a combination In-between/intermediate move - move which thwarts an intended plan Individual training course - training programme of an individual player Initiative - taking the lead, determining the course of events Insight - understanding of the way a process works Inspiration - being motivated by a positive idea Internal competition - competition between players of a club International Master - title bestowed by world chess federation FIDE, requirements: three master norms and an Elo rating of minimally 2400 Internet chess - chess via Internet Interruption - neutralizing the effect of a piece along a file, rank or diagonal by interposing a piece or a pawn Intersubjectivity - to take into account the circumstances, the character, the qualities and the style of the opponent Intuition - subconsciously detecting patterns and establishing relationships Investigating - finding out how something works Isolani - see 'Isolated pawn' Isolated pawn - pawn that has no adjacent pawns of the same colour J'adoube - 'I touch', this is the term used by a player if he wants to adjust the pieces J udgement ability - the extent to which a player is capable of evaluating a position Keeping order - taking care that all those present observe the rules of conduct Keizer system - a certain pairing system, popular in The Netherlands and Belgium Key squares - crucial squares, e.g. in a pawn ending Kiebitzer - onlooker at a chess game Kingside - the side of the board where the king stands in the starting position Knight endgame/ending - ending where there are only knights and pawns left on the board Knight fork - a knight attacks two pieces at once Knowledge - information concerning a certain theme K NSB - Koninklijke Nederlandse Schaak Bond (i.e. Royal Dutch Chess Federation) Lead in development - being better developed than the opponent Learning programme - programme that serves to acquire knowledge, insight and skills Learning skills - qualities to study well Lightning Chess - chess games with maximally two minutes per player Live commentary - explanation of games to visitors at a chess event Logical thinking - systematic thinking according to the principles of logic Long Algebraic notation - notation where both the starting square and the end square of a move are written down Loss on time - not making the required number of moves within the time-control Luft - see 'Bolthole' Magnet combination - piece sacrifice putting the enemy king, if it takes the sacrificed piece, on an unfavourable square Main line - the most important, most essential variation within an opening system Major pieces - the queens and rooks Manoeuvre - sequence of moves which serves to move a piece to a better square Master - see 'International Master' Match - contest between two players or teams Mate - the king cannot escape the attack, the game is over Material - the pieces and pawns Material balance - the balance in value of the pieces and pawns on both sides 236

Mate threat - threat to give mate to the enemy king Mating attack - attack on the enemy king Mating net - the king is caught in a web of mate threats Mentality - way of thinking, psychological disposition Mental training - training of mental skills and mental insights Mentor - supervisor of a pupil Methodical approach - dealing with something in a systematic way Middlegame - middle phase of a chess game Miniature - a game that lasts maximally twenty moves Minority attack - attack with pawns on a flank where the attacker has less pawns than the defender Minor pieces - the knights and bishops Minor promotion - promotion to a knight, bishop or rook instead of a queen Motivation - factors that move someone to adopt certain behaviour Move - a turn of a chess player who plays a piece or a pawn Move repetition - repeating moves, resulting in the same position Move transposition - alternative move order which leads to the same position Natural move - move that looks obvious and logical New in Chess - Dutch (English-language) chess publisher N. N. - nomen nescio, name of the player is unknown Notate - write down the moves of a game Notation - the moves of a game put on paper Notation book - booklet with game notations Novelty - a good move that has not been played before Octopus - strong knight on the sixth (for White) or third (for Black) rank Odds game - game where one player starts with a pawn or a piece less Olympiad - most important international competition of world chess federation FIDE Open file - file that has no pawns on it Open game - way of playing where the position contains many open lines Open Games - openings that start with the moves l.e4-e4 e7-eS Opening - first phase of a game Opening repertoire - the collection of opening systems employed by a player Opening trap - a trick to provoke a mistake in the opening Opposite-coloured bishops - a light-squared versus a dark-squared bishop Opposition - kings are opposite each other with an odd number of squares between them; the king that is not to move is said to have the 'opposition' Optimism - full confidence in a positive outcome Outpost - a square situated deep inside the enemy position Pairing table - table showing which participants are to play each other Parents meeting - meeting where a trainer/coach speaks with parents Parrying - averting/fending off an attack Passed pawn - pawn that meets no enemy pawn Patience - calmly waiting for the possibilities to come Pattern - motif, the way in which pieces and pawns are arranged on the board Pattern recognition - recognition of patterns (with corresponding characteristics) Patzer - weak player Pawn endgame/ending - endgame where only pawns are left on the board Pawn chain - a group of connected pawns Pawn fork - a pawn attacking two pieces at once Pawn majority - one of the players has more pawns on a certain flank Pawn race - pawns try to promote earlier than enemy pawns Pawn sacrifice - giving away a pawn in order to achieve a certain advantage Pawn structure - the way in which pawns are arranged on the board Pedagogics - educational science Performance readiness - to be prepared to make an achievement, which requires effort and concentration Performance goal - to be focused on playing a good game Perpetual check - when continuous checks can be given to the enemy king Personality development - development of characteristic features of a person PGN - portable game notation, a computer format for saving games Piece - king, queen, rook, bishop, knight 237

Piece mobility - amount of space that pieces have to move Piece sacrifice - to allow a piece to be captured in order to achieve a certain advantage Pin (relative, absolute) - because of a threat, a piece cannot be moved Plan - way of playing in order to achieve a certain goal Playing tempo - the amount of time that players get for a game Ply - a half-move, i.e. a move by White or Black only Poisoned pawn - pawn that cannot be taken on the penalty of a disadvantage Position - certain configuration of pieces and pawns Positional advantage - pieces have more infl uence than the enemy pieces Positional play - putting the pieces on squares where they exert optimum influence Positive reinforcement - stimulating certain behaviour by rewarding it Post mortem - 'after death': analysis after a game Preparation for a game - work systematically before a game in order to play optimally Preparation move - move which enables a certain combination Private trainer - a trainer who coaches an individual Problem (chess) - constructed positions where the king must be mated in a certain number of moves Problem-solving ability - extent to which someone is able to solve difficulties Process orientedness - when a development follows a certain process Promotion - a pawn reaches the other side of the board and changes into a piece of the player's choice Prophylaxis - anticipating the opponent's move while improving the own position at the same time Protect - defend a piece in such a way that the enemy attacking piece can be recaptured Pseudo-sacrifice - apparently giving away a piece, but winning it back Psychology - science that studies behaviour, thinking, feelings Psychological flaws - the inability to perform certain mental actions Public relations (pr) - communication with groups inside and outside an organization Purposiveness - when all activities serve to achieve a certain goal Quadrant - a square; e . g . a king can stop a pawn that is within its quadrant or 'square' Queen endgame/ending - ending where there are only queens and pawns left on the board Queenside - the side of the board where the queens stand in the starting position Quick play - using little thinking time for each move Quiet move - move that does not immediately attack anything, but turns out to be devastating on the next move Rampant rook - rook that wants to be captured constantly, with the aim of stalemate Rank - eight horizontally adjacent squares Rapid chess - chess game with a short time-control (mostly 25 minutes per player) Rating - number that signifies playing strength Repetition - going through subject matter more than once; an important teaching principle Resign - admit to the opponent that the game is lost Result-oriented play - the result of the game (i.e. a win, or a draw) is the first priority Retrograde analysis - finding out, by reasoning backwards, which moves have led to a certain position Romantic chess - chess style from the 19th century where a lot of material was sacrificed Rook endgame/ending - endgame/ending where only rooks and pawns are left on the board Rook's pawn - pawn on the edge of the board Round robin - tournament system where every player is paired once against every other player Royal game - an epithet of the game of chess Rules of the game - the rules of chess, established by FIDE Rules of thumb - general rules that are helpful with an assessment Russian chess school - chess culture with good trainers, hard work, many strong opponents Sacrifice - to give away material in exchange for a certain advantage SBSA - Stichting Bevorderen Schaken Apeldoorn (i.e. Foundation for the Promotion of Chess in Apeldoorn) Scenario - survey in which organizational tasks of an event are described Scheveningen system - kind of match where team members play all the members of another team Scholar's Mate - quick victory via a combined attack on f7 by queen and bishop School chess - playing chess on schools Scoresheet - form on which the game is notated 238

Sea-snake - game that lasts more than 100 moves Second - assistant of a player during a tournament or match Self-teaching - tried-and-tested procedure that is advantageous for chess talents Self-confidence - the knowledge that one has sufficient qualities for a performance Self-criticism - being critical of oneself Self-management - keeping oneself under control and judging oneself realistically Self-study - study completed individually by a chess player, without supervision Seventh rank - on this rank, major pieces are often dangerous Short notation - form of notation with the letter of the piece and the coordinates of the square where it ends up Simultaneous display - when a chess player takes on several opponents at once Sitzfleisch - the ability to play accurately for a long time Skills - capacities, qualities Smothered mate - mate with the knight, when the enemy king is boxed in by its own pieces Social determinants - social factors that influence the development of chess talent Sonneborn-Berger system - system for determining the final rankings in a tournament Space - squares on the board that are available to a player Space advantage - one of the players controls more squares Sponsoring - supporting a chess organization or a chess activity financially or materially Sportsmanship - playing mentality that shows respect for the opponent Square ( 1) - the chessboard has 64 squares, each square can contain one piece or pawn Square ( 2) - see Quadrant Square clearance - by playing a piece or a pawn, a square is vacated Stalemate - when a player can make no legal moves but is not mated; draw Stamina - condition that enables a player to finish a performance, cope with setbacks, react with resilience Staunton chess pieces - certain trend-setting design of chess pieces Steinitz, Elements of - first World Champion, he described a number of important characteristics in chess positions Step-by-Step Method - popular method to teach chess, devised by Rob Brunia and Cor van Wijgerden Strength/weakness analysis - inventarisation of good and bad qualities of a chess player Strong square - a square that cannot be attacked, and from where a piece exerts a lot of influence Strategy - a general plan to achieve a goal Stress - mental tension Students' chess - a certain match form: the winner of the game gets one minute less in the next game Study - learning systematically about chess, also : endgame study Style - manner of playing, which differs for each chess player Swindle - trick to save a hopeless position Swiss system - a certain pairing system for tournaments Tactic - concrete sequence of moves, combination Tactical exercises - positions for developing tactical skills Talent - innate qualities Target - square, pawn, piece, or king at which an attack is aimed Task readiness - willingness to perform a certain task Tasks of team captain - tasks performed by a team captain to make sure that a match develops properly Team captain - the coach of a chess team Team competition - competition against other clubs Team training - collective training of team members Technique - procedures with certain characteristics Tempo - a move Tempo gain - to gain an extra move for free (by means of a threat, for instance) Tempo loss - a useless move Text move - the move actually played in a game (i.e. not in the given variations) Thematic position - position with typical features Theme tournament - tournament where everyone is obliged to play a certain opening (variation) Theory - the body of knowledge of moves that are considered good Thinking ahead - thinking about positions that can occur at the end of variations 239

Thinking process - the way in which thinking goes Threat - the possibility to achieve a certain advantage Three-day chess - chess event that lasts three days Time - the number of moves that make up a variation Time-control - the amount of thinking time a player has at his disposal in a game Time management - using the thinking time in a controlled way Time-trouble - too little time to judge a position properly Time use - the way in which a player manages his thinking time Touch-move - if a player touches a piece, he must make a move with it Tournament - contest with more than one round Tournament book - book with reports on a tournament (with games, result tables, pictures, etc.) Tournament bulletin - bulletin with a report on (a round of) a tournament Tournament visit - watching or taking part in a chess tournament TPR - tournament performance rating: the rating score of a player in a certain tournament Trainer - coach who indicates how a chess player can practise Training - situation where chess skills are practised Training decathlon - practising different chess skills in ten different items Training partner - partner with whom a chess player trains together Training scheme - scheme that indicates what, where, when and how trainings take place Trap - a move or plan that entices the opponent to make a wrong move Triangulation - playing the king over three squares in order to lose a tempo Trick - technical or psychological pitfall Tripled pawn - three pawns of the same colour on one file TWIC - 'The Week In Chess', well-known online chess magazine Unprotectable - a piece, pawn or square cannot be defended Unprotected piece - piece that is not defended Value of the pieces - the power of pieces expressed in numbers Variation - certain continuation starting from a position Variation calculation - calculation of possible variations Variation tree - series of possible move sequences starting from a position Variety - regularly doing other things; an important teaching principle Verbalization - to put an idea into words Verification - checking if something is true Visualization - conjuring up positions to your mind's eye Visualization ability - the ability to assess positions and variations in your head Waiting move - move that does not worsen the own position and deliberately leaves the initiative to the opponent Weakening - when a position gets less possibilities and more restrictions Weakness - part of a position where the opponent can seize an advantage Weak pawns - pawns that cannot be defended, or only with difficulty Weak square - square on which the opponent has a lot of influence Workshop - training procedure where there is much space for spontaneous ideas X-ray attack - an attacking piece looks through an enemy piece to a target X-ray check - an attacking piece looks through the enemy king to an enemy piece Zugzwang - being forced to make a move that worsens one's own position ZwickmLihle - repetitive discovered check which enables a player to win a number of pieces

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