Chess fever hits schools

Chess is one of the most loved games in the world. In some countries, it is a fiercely contested sport. In other countries, it is a recreational pastime.

One thing is for certain. Its popularity in NZ is growing rapidly, especially among children.

Chess is shedding its nerdy image and becoming cool!

Many parents and teachers are also finding that playing chess on a regular basis can help students improve in their school work, especially in subjects such as reading and mathematics.

Indeed, the research into the educational benefits of playing chess is persuading many countries to introduce chess into their school curricula.

Chess helps to develop the following attributes:

• Pattern visualisation.

• Patience.

• Memory.

• Abstract reasoning.

• Originality and creativity.

• Awareness of the consequences of actions (good move = win a piece).

• Confidence and self-esteem.

• Concentration and focus.

None of these attributes are specific to chess but they are all an essential part of the game.

In answering the question, “Why offer chess in schools?” Chess Master Jerry Meyers comments: “The beauty of chess as a teaching tool is that it stimulates children’s minds and helps them to build these skills while enjoying themselves. As a result, children become more critical thinkers, better problem solvers and more independent decision makers.”

While acknowledging that the current mainstream curriculum worldwide is already crowded, a number of educators and policy makers overseas are urging schools to inject more creativity, innovation and flexibility into the curriculum and see chess, well taught, as a viable option.

The Philippine government is the latest to adopt chess as another strategy to promote the development of higher order thinking skills and values, within both primary and secondary schools. To implement the programme, some 35,000 chess teachers will be trained by November 2009.

Many schools in NZ are now embracing chess as a valid educational tool and are looking for chess trainers to start and run chess programmes within schools, during lunchtimes or after school.

• Author, John Francis, is a very average club chess player but has a passion for the game, despite losing many times to rapidly improving juniors, a fifth of his age!