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Volume 11, No. 1, Spring 1999 | Volume 10, No. 1, Spring 1998 Chess Coach NewsletterVolume 11, No. 1Spring 1999 EXECUTIVE DIRECTOR, Michael Cavallo Chess Coach Newsletter is published by the U.S. Chess Trust, 3054 NYS Route 9W, New Windsor, NY 12553. The newsletter is sent free of charge to scholastic affiliates of the U.S. Chess Federation and to others on request. Entire contents ©1999 by the U.S. Chess Trust. Duplication without the written consent of the U.S. Chess Trust is forbidden. Chess Among School Counselorsby Fernando Moreno
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Chess Research MaterialsRecommended Articles The following materials are available from the USCF office. When ordering articles, please use the assigned number for quick and easy identification. The first copy of each of these articles is complimentary. Additional copies are available at the rate of 5¢ per page.
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Article Amount of Copies (x) Pages Total
1. _________________ ________ $_______
2. _________________ ________ $_______
3. _________________ ________ $_______
4. _________________ ________ $_______
5. _________________ ________ $_______
6. _________________ ________ $_______
7. _________________ ________ $_______
8. _________________ ________ $_______
9. _________________ ________ $_______
10. _________________ ________ $_______
11. _________________ ________ $_______
Total Amount $_______
Send form and payment to: USCF, Attention: Carol Addison, 3054 NYS Route 9W, New Windsor, NY 12553. |
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All About Chess-for-YouthThe Chess-for-Youth program operates under a very simple premise: give young people (especially the economically disadvantaged) an opportunity to play chess. This program is sponsored by the U.S. Chest Trust, a non-profit organization that supports chess education programs across the nation. Programs are carried out in the field by dedicated volunteers who give their time and expertise to establish and run chess programs in schools and with other groups, such as the Boys & Girls clubs. Chess-for-Youth volunteers are the hub of it all. Volunteers contact local schools or groups, introduce the Chess-for-Youth program, and keep it running. Since no one seems to get anything free nowadays, your hardest job will be convincing skeptical administrators the Chess-for-Youth program is just what it claims to be — FREE. There's no obligation, other than to let children play chess! When you reach an agreement with a school or group program, ask the administrator to do the following:
The U.S. Chess Trust will review the request and, if your application is approved, the Trust will send the school FREE chess sets and boards. Under the direction of George Koltanowski, the Trust's Chess-for-Youth program has provided thousands of free chess sets and boards to support chess programs in schools and clubs across the nation and overseas. |
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Chess-for-Youth Questionnaire
Name of School/Group: _____________________________________________
Name of Principal/Director: _______________________________________
School/Group Address: _____________________________________________
_____________________________________________
Number of students interested in the Chess-for-Youth program: _____
Grades of those interested in participating: ______ through ________
Name of the Chess for Youth Volunteer: ____________________________
Has your school/group ever instituted a program of this type before?
If so, please explain.
____________________________________________________________________
____________________________________________________________________
Is your school/group willing to provide our Chess-for-Youth volunteer
with adequate time and space for regular meetings, whether they be
during school hours or after school? If so, please give details.
____________________________________________________________________
____________________________________________________________________
Is there any possibility of expanding this program at some point —
perhaps by starting a regular chess club for the school, or by holding
inter-school activities (e.g., holding chess tournaments or matches
with other schools)? If so, please explain.
_____________________________________________________________________
_____________________________________________________________________
Other comments or ideas about the Chess-for-Youth program:
_____________________________________________________________________
_____________________________________________________________________
Thank you for sharing this information with us. We look forward to
adding your school to our long list of schools across the United States
already participating in the Chess-for Youth program.
__________________________________ _______________________________
Signature of Principal/Director Signature of Volunteer
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Free USCF Scholastic Memberships Program for Underprivileged Children500 kids from low-income families will receive free memberships in the United States Chess Federation through a special U.S. Chess Trust program. Students who are on their school's free lunch program are entitled to this benefit. The memberships will be channeled through coaches and parents who coordinate and organize chess programs in the schools. Each school program is eligible to receive a maximum of 10 scholastic memberships. The Free Membership Program, in addition to providing assistance to underprivileged kids, is one more incentive for coaches to generate and organize chess activities at the schools. Coaches are encouraged to send a list of qualified kids, with a cover letter that includes a brief description of the program. The USCF and the U.S. Chess Trust thank Trust donors for their generosity and their support of children who could otherwise not afford to participate in tournament chess. |
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Photos of the J.O. Davis Elementary chess club in Irving, Texas, and letters dated January 19, 1999, thanking the U.S. Chess Trust for the sets and boards they received.
Thank you for your generosity in giving our school the needed chess materials. They have been a great help. The use of these boards has been very successful! In order to ensure the durability of the boards you gave us, I took them to be laminated. Again, I thank you for how generous you have been so far. Sincerely, Emilie Cook |
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We are writing to tell you how we love the chess pieces and boards you sent us. The chess pieces are so much bigger than the pieces we had before. We also had to take turns playing because we had so few boards. We are just learning to play chess and we can already beat our teacher! Thank you for making sure that we have a chance to play chess! Sincerely, J.O. Davis Elementary Chess Club (This letter was signed by some of the chess club students) |
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Chess and Standardized Test Scoresby James M. Liptrap, Chess Sponsor
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Percent M F SE Reg AA GT Overall 50.8 49.2 13.1 53.4 14.9 18.6 Chess 74.6 25.4 13.4 34.3 20.9 31.4 |
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SE: Special Education students Reg: Regular students AA: Academically Able students judged upon a matrix of IQ and achievement GT: Gifted and Talented students, the top-performing students judged by a similar matrix It can be noted that the chess group is 3:1 male and has a higher percentage of AA and GT students. The objection that this constitutes a self-selective elite group is answered by considering the four tracks separately. The schools were selected because they had established chess clubs and maintained them for at least two years. They also had no chess instruction during school hours. Schools ranged in enrollment from 707 to 979 in grades K to 5, with chess clubs ranging from 35 to 80 in weekly attendance. One school restricted club membership to fourth and fifth grade students, the others third to fifth, with younger students allowed only if their parents were assisting. Clubs met for one hour after school one day per week. In one school, the faculty sponsor taught chess to club members. At the other schools, parents coordinated the program. All of the clubs could use more adult workers, and especially faculty involvement. There has, to date, been no school district funding of chess activity and no compensation to faculty for their time. Chess equipment, consisting of boards and sets, have been contributed by Parent-Teacher Organizations, bought with School Activity funds (small amount), and borrowed from the high school club. Some students bring their own sets from home, and the only chess clocks available belong to students. Sets range from the $3.99 hollow plastic set sold at discount stores to tournament quality plastic sets available for $10 from a local tournament director. Expensive wooden sets are not practical for school use. Chess clocks start at $40 each. TaasThe Texas Assessment of Academic Skills had been administered since 1990. It currently consists of reading and math tests in Grades 3-8 and 10 (Exit Level); writing at Grades 4, 8, and 10 (Exit Level); science and social studies at Grade 8. The focus is on assessing the instructional targets delineated in the essential elements, the state-mandated curriculum, and on higher-order thinking skills and problem-solving ability. The Texas Learning Index (TLI) allows for comparison across years and across grades. The minimum expectations score of 70 represents the same amount of achievement at each grade level. Thus a student with a Math TLI of 3-80 and 5-85 would have shown more than two years' typical improvement in reading between the third grade test and the fifth grade test. MethodFor this survey, TAAS TLI scores for reading and math at grades 3 and 5, placement, and sex information were obtained for all fifth graders at each of the four schools. The school chess sponsors provided lists of students who had participated in chess clubs during fourth and/or fifth grade. The definition of "participated in" was left to the sponsor. The question of how much participation would produce any effect was not addressed. The data was compiled and averaged. AnalysisThe largest difference in the amount of improvement in TLI scores from third to fifth grade was among the regular students. In this group, the chessplayers showed significant improvement compared to non-chessplayers. The statistical t-test showed that in third grade reading, there was no difference between the chess and non-chess groups, but by fifth grade, the difference (p.<.01) is "highly significant." In mathematics the chess group was very marginally distinguished from the non-chess in third grade (p=.05), but by fifth grade was clearly a different population (null hypothesis rejected at p<.00001). Among Special Education students, the effect was not as great, but was probably statistically significant (Reading p=.0001235, Math p=.00119) except for the small sample (9 chessplayers). Anecdotal reports concerning Special Education Chessplayers stress increased self-esteem and confidence, primary objectives for these students. The results for AA and GT students are mixed. But their TLI scores in the upper 80s and 90s have less room to show improvement. Regular track fifth grade chessplayers scored 4.3 TLI points higher in reading (p<.01) and 6.4 points higher in mathematics (p<.00001) than non-chessplayers. RecommendationsSchool chess clubs should be encouraged at Elementary, Middle, and High School levels, open to all students; modest funding or fund-raising opportunities to provide equipment and travel to tournaments should be provided; and faculty sponsors should receive some token compensation for their extra time and effort. Parent involvement is essential in Elementary clubs and highly desirable in Middle School clubs, for instruction, crowd control, and transportation. While chess should never substitute for instruction in school subjects, it would make a worthwhile enrichment or supplement activity, particularly for the "Regular" students. Some teachers report success using chess as an incentive, as in "Settle down and finish this history lesson, and then you can play chess." Funding for chess activity is available under the "Educate America Act" (Goals 2000), Public Law 103-227, Section 308.b.2.E. "Supporting innovative and proven methods of enhancing a teacher's ability to identify student learning needs and motivating students to develop higher order thinking skills, discipline, and creative resolution methods." The original wording of this section included "such as chess" and passed both houses of Congress that way. But the phrase was deleted later in Conference Committee. Some in-service training of Elementary teaching staff would be necessary, as few teachers have much background in chess, and most have great fear of chess. But the rules are not difficult and can be learned quickly. Inexpensive beginners' books on basic strategy are available and appropriate for the elementary level. Students who "catch on" and want more instruction can find it at a high school club or a local adult club. Additional practice is available at weekend tournaments, some which are scholastic tournaments that offer school trophies. RESULTS (Average TLI Scores) |
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Reading Mathematics
Chessplayers
Total 3-86.5 5-92.1 3-81.7 5-87.3
Male 3-87.0 5-92.6 3-82.3 5-87.4
Female 3-85.1 5-90.9 3-79.7 5-86.8
Spec-Ed 3-84.1 5-90.6 3-76.7 5-85.1
Regular 3-79.5 5-89.4 3-77.6 5-85.7
AA 3-89.6 5-94.3 3-85.6 5-88.6
GT 3-91.3 5-95.9 3-85.6 5-90.7
Non-Chessplayers
Total 3.83.1 5-87.4 3-77.2 5-81.8
Male 3-82.0 5-86.4 3-76.8 5-81.0
Female 3-83.9 5-88.3 3-77.6 5-82.5
Spec-Ed 3-73.5 5-77.5 3-68.2 5-74.6
Regular 3-80.6 5-85.1 3-73.9 5-79.3
AA 3-88.5 5-94.6 3-84.7 5-88.4
GT 3-91.7 5-96.6 3-86.9 5-89.6
(Increase in Average TLI Scores)
Chessplayers
Total 5.6 5.6
Male 5.6 5.1
Female 5.8 7.1
Spec-Ed 6.5 9.4
Regular 9.9 8.1
AA 4.7 3.0
GT 4.6 5.1
Non-Chessplayers
Total 5.6 5.6
Total 4.3 4.6
Male 4.4 4.2
Female 4.4 4.9
Spec-Ed 4.0 6.4
Regular 4.5 5.4
AA 6.1 3.7
GT 4.9 2.7
T-test of Statistical Significance for Regular Students Comparing Regular-Track Chess vs Non-Chess Students. |
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Reading
Third Grade t=.3956 p=.6958
Fifth Grade t=2.809 p=.008657
Mathematics
Third Grade t=2.041 p=.05078
Fifth Grade t=5.232 p=.000006155
T-test of Statistical Significance for Special Ed Students Comparing Special-Ed Chess vs. Non-Chess Students.
Fifth Grade t=4.228 p=.00119 |
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All-America Chess Team RevisionsThe USCF has revised the All America Chess Team's requirements. This policy went into effect beginning with the selection process of the 1999 All-America Chess Team. This policy was revised by the USCF Scholastic Committee members and Scholastic Director Beatriz Marinello. Special thanks to scholastic committee member Sunil Weeramantry for his excellent input. The new selection criteria will be as follows: Candidates will be selected on the basis of their ages as of July 15 of the same year and their ratings in the U.S. Chess Federation's August Rating List.
Age Min. Rating
8 & Under 1550
9 1650
10 1750
11 1875
12 2000
13 2100
14 2150
15 2200
16 2250
17 2300
18 2400
All candidates must have competed in at least FOUR adults' open (non-scholastic) tournaments since July 15 of the previous year. The USCF reserves the right to discount recent rating gains earned in small, unannounced or "private" events. |
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Scholar-Chess Player AwardsThe Annual National Scholar-Chessplayer Awards recognize and encourage high school students who promote a positive image of chess in the United States. High school juniors and seniors who are USCF members are eligible to apply. Applications must be completed and submitted to USCF along with five copies of an academic transcript, a photograph and a letter of recommendation from an adult coach or chess organizer. The deadline is March 1st of each academic year. Award winners are selected on the basis of outstanding merit in academics, chess play, and sportsmanship. The winners are announced annually at the National High School Championship. They receive scholarship prizes, totaling over $1,500 from the U.S. Chess Trust. For more information on the Chess Trust programs or to receive a Scholar-Chessplayer Award application, contact: Scholastic Director, USCF, 3054 NYS Route 9W, New Windsor, NY 12553; telephone (914) 562-8350. |
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USCF Invitational Event RequirementsThe following are the general requirements for the USCF national and international invitations. Contact the USCF business office for more details. In general, invitations shall be issued not less than three and no more than five months prior to the scheduled beginning of the event. Eligibility for USCF invitations shall be based on several factors, including: rating, age (if applicable), activity, and residency. Players must be USCF members in good standing at the time of invitation. Reasonable efforts shall be made to accommodate players with expired memberships who would otherwise qualify for USCF invitations.
U.S. Cadet Championship,
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Scholastic Chess Section Index |
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Chess Coach NewsletterVolume 10, No. 1Spring 1998EXECUTIVE DIRECTOR, Michael Cavallo Chess Coach Newsletter is published by the U.S. Chess Trust, 3054 NYS Route 9W, New Windsor, NY 12553. The newsletter is sent free of charge to scholastic affiliates of the U.S. Chess Federation and to others on request. Entire contents ©1998 by the U.S. Chess Trust. Duplication without the written consent of the U.S. Chess Trust is forbidden. |
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Editorial NoteBy WIM Beatriz Marinello, Scholastic DirectorWelcome to a new issue of the Chess Coach Newsletter. The mission of this newsletter is to establish a connection between the USCF office and all chess coaches throughout the nation, by providing the necessary tools and information to create, implement, develop, and cultivate scholastic chess programs. Your input and contribution will be highly appreciated. Please send articles about and photos of your program to the USCF Scholastic Department. For further technical support contact the USCF office at (914) 562-8350 ext. 128 or email scholastic@uschess.org. More Effective Chess Instruction On Value and King SafetyBy FM Sunil WeermantryWhat distinguishes a good chess teacher from an ineffective one is the ability to break down the complexities of chess into a simpler, more intelligible form and to impart the skills necessary to acquire and maintain an overview of the game. To do so, he must give his student a point of reference that remains constant. In this paper, I am proposing that less experienced players be advised to view the game only from the perspectives of value and king safety. It is my belief that this simplified approach will greatly assist the student in understanding what needs to be done in a given situation. The concept that embodies the very essence of chess is the concept of value. The conduct of the game should be viewed as a constant effort to increase the value of one's position, on the premise that such improvement will lead the way to eventual victory. Too many inexperienced players throw all their resources into what they hope will be an irresistible mating attack without regard to the damage that such a strategy can inflict on the position as a whole. Perhaps a baseball analogy will drive the point home more forcefully with our younger players. Everyone loves a home run. However, swinging for the fences on each turn at bat is definitely not in the best interests of the team. The situation on the field may call for a different strategy, for instance, a sacrifice bunt. A player who understands this is more valuable to his team. Value can be understood and appreciated on several different levels. One of the first lessons a chess player learns is that each piece is assigned a point value: one for the pawn, three each for the knight and the bishop; five for the rook; and nine for the queen. This is the given or static value of a piece and generally serves as a guide to making trades, especially complex ones. Indeed, static value alone is sufficient to evaluate a position on a very basic level, by counting the total points for each side. This technique is particularly effective when teaching very young children because one of the first skills they are taught in school is to add numbers. More points mean more strength. More strength means a better position. As chess is, in reality, a struggle between two opposing forces, it is the stronger force that will prevail. The young player is suddenly empowered by being able to determine for himself who is in the winning position without constantly having to ask for outside assistance. The next step is to understand that determining the true value of a piece involves considering not only its static value, but its dynamic value as well. Dynamic value can be described as the function of a piece within a particular context. It can therefore be greater or lesser than the static value. Development and mobility are well explained in terms of value. Active pieces can easily exceed their static value, while undeveloped pieces clearly rank at the very bottom of the scale. I have found that an effective way of persuading a student to develop all his pieces is to walk by a game in progress and to pocket any undeveloped piece without uttering a word. The cries of indignation that inevitably follow this act of larceny provide an ideal opportunity to drive home an important lesson. Let us now turn our attention to the following position from the illustrious "opera box" game brilliantly won by Paul Morphy.
A point count reveals that Black is ahead by three full points, a significant material advantage. In the hands of relatively inexperienced players, it is plausible that the material advantage will ultimately prevail, regardless of the position. However, when we factor in dynamic value, we realize that Black's pieces may not be worth their full 30 points. The two undeveloped pieces, the rook on h8 and the bishop on f8, paint a sad picture of being confined to their quarters; and even the two that have moved, the rook on d7 and the knight on f6, are both pinned. As White's remaining rook is about to join the fray, giving him full piece development, it is clear that his position is superior. Nevertheless, the attacker must maintain the initiative and not give his opponent the time to free his pieces. Morphy proved more than equal to the task. The game concluded in spectacular fashion: 14. Rd1 Qe6 15. Bxd7+ Nxd7 16. Qb8+! Nxb8 17. Rd8 mate. I find this particular game is an excellent illustration of the power of full development. It is an example of pure piece play where the pawns do not play a significant role. Indeed, the final position shows that the only White pawns that have moved are the two center pawns. The pawn's primary function in the opening is to move out of the way of the bishop. Those who tend to push pawns indiscriminately should take note that Morphy completed his development while leaving six pawns behind on their original squares! The fact that Morphy did not need the help of his pawns in launching his attack does not mean that pawns are best forgotten. Philidor once remarked that pawns are "the soul of chess." Understanding principles of pawn play will enhance one's handling of a position; and appreciating that some structures are better than others will assist the player in steering the game in the proper direction. But it is not necessary to place undue emphasis on this aspect of a position until one reaches a more advanced level of play. It suffices to know that a pawn mass has strength and that fractured pawn structures are weak. Judging a position on the basis of value gives the student a well-defined strategy at all times: always strive to improve piece placement. To this, we should add one more directive: keep your king well protected. When is the king safe? Many players, even experienced ones, believe that a king that is neatly tucked away in its castle behind three pawns on ceremonial duty is safe. But this could be only an illusion, one that is easily shattered by a few well-placed enemy pieces that are directing their attention towards that castled position. In reality, king safety is more a function of the enemy's ability to attack than the extent of the pawn cover around one's own king. It is therefore necessary for a chess player to cultivate a sense of danger, not only for one's own security but also for better appreciating the right moment to strike at one's opponent. In this regard, I have found that the three questions formulated in the following checklist have been particularly effective with my students. They are: 1) Are there any open lines (ranks, files, diagonals) that the attacking pieces can use to invade the king's sanctuary? 2) In the absence of existing lines of attack, can a line be forced open by a trade or a sacrifice? 3) Once a sacrifice is made, are there sufficient resources available to press on with the attack? The destructive sacrifice, which strips the defending king of its protection, is without a doubt one of the more fascinating elements of chess. These are various such attacking patterns, for instance, the double bishop sacrifice introduced by Emmanuel Lasker. A recognizable sequence will often give a player the confidence necessary to initiate a combination. But how many players will consider a destructive sacrifice in unfamiliar situations? Material implies security and to most, that is a source of comfort. The drawback of this mindset is that one is too fearful even to consider the option of surrendering material. It is important then that, even when a player adopts the materialistic approach advocated earlier, he realizes that there is one definite instance when material is of secondary importance: when the greater prize of the opposing king's very life is at stake. The greater the value of the piece sacrificed, the more spectacular the attack. One of the most inspiring sacrifices that I have seen is the queen sacrifice that Paul Morphy played against Louis Paulsen in this game from New York, 1857. Paulsen could not have been too happy with his position in the diagram below, but did he even remotely suspect the thunderbolt that Morphy was about to unleash? Hardly. The impending queen sacrifice is hard to imagine because two rooks and two bishops do not appear to constitute sufficient mating material in this position. It is a testament to the genius of Morphy that he was willing to explore this unlikely scenario and find a winning combination.
The game continued as follows: 17. ... Qxf3! 18. gxf3 Rg6+ 19. Kh1 Bh3 20. Rd1 Bg2+ 21. Kg1 Bxf3+ 22. Kf1. And now, Morphy could have forced a faster win by playing 22. ... Rg2! For instance, 23. Qd3 is met by 23. ... Rxf2+ 24. Kg1 Rg2+ 25. Kf1 Rg1 mate; while the attempt to return material with 23. Qxb6 is refuted instantly by 23. ... Rxh2! with an unstoppable mate on h1 to follow. Upon closer examination, it becomes apparent that the entire sequence of moves after the queen sacrifice is virtually forced. Such sequences are naturally easier to calculate as the opponent's choices are limited. I would venture to say that, although very few players would have conceived of the queen sacrifice in the first place, even a player of more modest ability could well have analyzed its consequences correctly. On the other hand, a sacrifice that does not trigger a forced sequence presents a more difficult call. Does the defender have sufficient time to bring over reinforcements to bolster the defense? Consider this position from a recent game that I played against Steve Anderson at the Westfield Chess Club, in New Jersey.
This time, a destructive sacrifice on g6 suggests itself strongly. But how does White proceed after annihilating the pawn cover? I eventually came to the conclusion that I did have the time to bring a rook into the attack before my opponent reorganized his pieces defensively. Play continued as follows: 17. Bxg6 hxg6 18. Qxg6+ Kh8 19. Rad1 Rf5 20. Qh6+ Kg8 21. Rd4 resigns. The intermediate check on h6 made it clear that Black would not be able to block White's intended rook check successfully. Moreover, an an attempt to create an escape square on e7 by playing 21. ... Bf8 would fail to 22. Rg4+ Kf7 23. Qg6+ Ke7 24. Bc5 mate. Thus, there are several steps to be followed in executing a destructive sacrifice: finding a way to break through, calculating the details of the operation, and when a sequence is not forced, assessing the likelihood of success. The key to this simplified approach is that the concepts of value and king safety remain constant as barometers in judging a position. Even if some judgments prove to be inaccurate because other factors did not receive adequate consideration, the right answer will be found most times. One of the great difficulties of chess is that it is a game of shifting priorities. Even Deeper Blue, our latest superstar, needed some outside assistance in having the parameters of its thinking redefined from game to game in the recent match with World Champion Kasparov. This is not something that one can reasonably expect the average chess player to do. |
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Chess Research MaterialsRecommended Articles The following materials are available from the USCF office. When ordering articles, please use the assigned number for quick and easy identification. The first copy of each of these articles is complimentary. Additional copies are available at the rate of 5¢ per page.
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Article Amount of Copies (x) Pages Total
1. _________________ ________ $_______
2. _________________ ________ $_______
3. _________________ ________ $_______
4. _________________ ________ $_______
5. _________________ ________ $_______
6. _________________ ________ $_______
7. _________________ ________ $_______
8. _________________ ________ $_______
9. _________________ ________ $_______
10. _________________ ________ $_______
11. _________________ ________ $_______
Total Amount $_______
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Send form and payment to: USCF, Attention: Carol Addison, 3054 NYS Route 9W, New Windsor, NY 12553. New PolicyAll-America Chess Team RevisionsThe USCF has revised the All America Chess Team's requirements. This policy will go into effect beginning with the selection process of the 1999 All-America Chess Team. This policy was revised by the USCF Scholastic Committee members and Scholastic Director Beatriz Marinello. Special thanks to scholastic committee member Sunil Weeramantry for his excellent input. The new selection criteria will be as follows: Candidates will be selected on the basis of their ages as of July 15 of the same year and their ratings in the U.S. Chess Federation's August Rating List.
Age Min. Rating
8 & Under 1550
9 1650
10 1750
11 1875
12 2000
13 2100
14 2150
15 2200
16 2250
17 2300
18 2400
All candidates must have competed in at least FOUR adults' open (non-scholastic) tournaments since July 15 of the previous year. The USCF reserves the right to discount recent rating gains earned in small, unannounced or "private" events. Chess Coach Certification SuspensionThe USCF will revoke the chess coach certification of those individuals who have had their TD (tournament director) certification suspended. This policy is implemented on the basis of reinforcing ethical behavior among people who work with children. This policy went into effect as of December 1997. Chess Notation and Keeping ScoreBy Ernest Schlich, USCF Technical DirectorBefore coming to work as the Technical Director at the USCF, I was an organizer and director for many of the scholastic tournaments in New Hampshire. I have found that the requirement in the Official Rules of Chess for both players to keep score in a tournament has been a subject of interest to teachers, coaches, parents, and players alike. In this article, I will deal with the consequences of ignoring this rule, for both the tournament director and the players. From the standpoint of the rule book, the primary reason that each player is required to keep a record of the game score is to allow the TD to settle disputes and to document the completion of time control requirements. With the advent of sudden death time controls, the first point becomes most important. From the tournament director's viewpoint, a lack of score sheets produces unsolvable problems. I have been called to a board where two players disagree where a piece was that captured a queen. With no score sheets, I cannot begin to make a knowledgeable decision. I have to make a decision that allows the game to continue and that decision can possibly decide the outcome of the game. The other equally unsatisfactory decision is to declare the game a draw. This gets everyone mad at the poor TD (hint! - if everyone is mad, you have at least come to a balanced decision). If both players were at least trying to keep score, even if neither sheet is completely correct, it is often possible to get some information to help resolve disputes with some basis for a correct result. From the player's viewpoint, without a score sheet, you cannot make draw claims for draw by repetition or the 50 move draw rule. Neither claim can be honored without a score sheet. A player who keeps a score sheet also protects him/herself by having evidence of what has occurred in a game. In a dispute between players where only one score sheet exists, the TD will normally make a ruling in accordance with the evidence of the score sheet. There is a final point worth noting in cases where only one player is keeping score. If the player keeping score complains that his opponent is not keeping score, and therefore is receiving a time advantage, the TD has another problem. I have had cases where the second player has claimed he did not know how to keep score. Rather than disqualify the player, I reduced his time to compensate. This also causes hard feelings, especially with the parent of the child. Tournament chess is a serious sports endeavor. The rules are almost always made with good reason and the participants should know and follow the rules so a fair contest results. Tournament directors are aware of, and can make allowances for, the abilities of the youngest players. You can help by teaching your players to start keeping score at the earliest possible point in their chess experience. Scholar-Chessplayer AwardsSix scholarships were awarded in 1997 to high school juniors and seniors. Applications, available on request from USCF, were due no later than March 1st. Awards will be made in 1998. Winners are selected on the basis of merit in academic achievement, chess play and sportsmanship. Charitable ProgramsChess-For-YouthThe U.S. Chess Trust provides free chess sets and boards for eligible schools. Request an application from the USCF office; 914-562-8350, ext. 128. Junior Tournament ProgramUSCF membership is not required for participants in school tournaments (tournaments held at a school for students who attend that school) or for primary (K-3) sections of scholastic tournaments. (However, USCF membership is required for all National Scholastic events.) Chess PortfolioTechnical SupportA chess portfolio is a tool that can be utilized to lobby for a chess program or even to promote and publicize an established program. The following format is an ambitious plan that can be implemented gradually: I. Introduction A. Description of the program
B. A brief explanation about the benefits of teaching chess to children and addressing chess as an "academic enrichment activity."
II. Structure A. Logistics
B. Curriculum and Instruction C. School participation in tournaments III. Promotion and Publicity A. Flyers B. Photos of the students C. Media coverage
The revised version of "A Guide to Scholastic Chess" is also an excellent reference source. For a free copy of this guide, contact the USCF office. 1998 Invitational TournamentsIn 1998, the USCF is expanding the opportunities for young players to participate in international events by adding two new competitions. The new official tournaments for 1998 are: PAN-AMERICAN YOUTH FESTIVAL May 1998, in Brazil. Girls Under 10-12-14-16-18; Boys Under 10-12-14- 16-18. The USCF is planning to send one official player per age category. This tournament qualifies the top player in each section for the FIDE World Youth Championships. The selection process will be based on the February rating supplement. This policy will be submitted for further review in the future. INTERNATIONAL TEAM TOURNAMENT July 14, 15 and 16, 1998, in England. The participating teams are from Israel, South Africa and England. This tournament requires two teams of 12 players each: one team of the ages 12, 13 and 14. The other team of the ages 15, 16 and 17. The selection method will be based on the February rating supplement. DENKER TOURNAMENT OF HIGH SCHOOL CHAMPIONS Players must be confirmed by their respective state affiliates, and meet the general eligibility rules for the event. For more information, contact the USCF office. ALL-AMERICA CHESS TEAM Players must meet minimum rating and activity requirements. For more information, contact the USCF office. ALL-STAR UNIVERSITY TEAM The U.S. College Chess Committee shall determine the final selection method for a team to compete in the World University Team Championship. FIDE WORLD YOUTH AND U16/U18 CHAMPIONSHIPS The top three candidates will be identified by their fulfillment of the following criteria: a. Qualify by peak post-tournament rating in the previous 12 months, ending with events included in the April rating supplement. b. Play in at least four open tournaments advertised in Chess Life within the previous calendar year. The rating history of the top candidates shall be reviewed by the U.S. Scholastic Comm |
Dear U.S. Chess Trust,
Dear U.S. Chess Trust,
