Keywords
training method
intellectual enrichment
emotional development
social development
schoolchildren
How to Cite
Abstract
It is analyzed the effect of chess training using a methodology focused on development of cognitive and socio-emotional competences or focused on tactical training, with a sample of compulsory education. In a quasi-experimental design: chess group 1, focused on comprehensive training (n= 110); chess group 2, focused on tactical training (n= 60); and comparison group, basketball and football activities (n= 60). Dependent variables analyzed, applied at the beginning and end of the academic course, were: cognitive competence, as assessed by performance testing; socio-emotional competence, through self-evaluation test; and chess competence, through performance test. Results showed that comprehensive training group improves not only in basic cognitive skills (attention and memory), as the group 2, but also in more complex cognitive skills (association, analysis and synthesis, planning and forecasting, etc). In socio-emotional level, not only in somatizations and classroom behavior, but also in self-esteem, motivation and attitude toward study. It is concluded that school children who practice chess obtained significantly superior results, in contrast to those who practice other activities (football or basketball), in cognitive and socio-personal skills, especially when a sensible comprehensive training methodology used.
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