Chess for Kids and Parents - Heinz Brunthaler

Heinz Brunthaler

Chess for I<ids

and Parents

• •QUALITY CHESS ,e ,, _

Chess for Kids and Parents

From the start till the first tournament
ΗθίnΖ Brunthaler

2006
Quality Chess

First published ίπ Sweden 2006 by Quality Chess Europe ΑΒ

Copyright © Heinz Brunthaler 2006

ΑΙΙ rights reserved. Νο part of this publication may be reproduced, stored
ίπ a retrieval system ΟΓ transmitted ίπ any form ΟΓ by any means,
electronic, electrostatic, magnetic tape, photocopying, recording ΟΓ
otherwise, without prior permission of the publisher.

ISBN 91-976004-5-8

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Edited by John Shaw and Jacob Aagaard
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Proofreading: Danny Kristiansen
Cover Design: Carole Ουπlορ
Cover Drawing: Gomin
Printed ίπ Estonia by Tallinna Raamatutrϋkikοja LLC

IIChess - a game which is thousands οΙ years old - has lost none
οΙ its fascination ίη a world which is constantly changing.
Understanding the effectiveness and the co-ordination οΙ the pieces,
drawing υρ strategic plans and dreaming υρ forcing combinations -
all this contributes Ιο increasing your confidence ίη what you can do
and encouraging your mental flexibility. Chess ηοΙ only attracts you
when you experience success, ίΙ also makes you aware οΙ your οννη
limitations and teaches you Ιο respect the performance οΙ your
opponent. And yet ίη a game οΙ chess everyone is a winner; even ίΙ
you do ηοΙ ννίη the game, you are able Ιο experience intellectual
enjoyment οΙ the said game. 11

From the introductory remarks of the president of the
regional government of Thuringia, Frau Christine Lieberknecht

at the 9th International Chess Open, Apolda 2000

Contents 1
2
What you need (to know) 2
Dear parents! (Introduction) 2

When should you begin? 3
The positive aspects of chess 4
Our training programme 6
Applying the training programme 1Ο
Name that square! 11
Our training game 'Ήuηtίηg the black king" 11
The moves
The "en passant" move 12
We note down a game of chess 14
Noting down a game! 15
Ranks, files and diagonals 19
lntroduction to endgame training 20
Elementary wins - Mate with king + queen 29
Quiz οη queen endings (6 χ mate with Κ + Ο) 30
Mate with king + rook 34
Mate with king + 2 rooks 36
Quiz οη rook endings (6 χ mate with Κ + R ΟΓ Κ + 2 Α) 37
lntroduction to opening training 40
Starting a game of chess
The centre 40
Development 41
Castling - a safe haven for the king! 41
The correct and the quick order of moves 42
We learn θη opening: the Scotch Game 43

Traps, tricks & blunders - Scholar's mate; Fool's mate; 60
a defence against those nasty tricks which attack f7
Opening quiz 64
Solutions to opening quiz 67
lntroduction to training ίη tactics 70
Tactics 71
72
The double attack / the fork 78

auiz οη the double attack 80
Solutions to the quiz οη the double attack 81

The pin 84
86
auiz οη the ρίη 87
Solutions to the quiz οη the ρίη
90
The skewer
92
auiz οη the skewer
Solutions to the quiz οη the skewer 94

Discovered attack and discovered check 98

auiz οη the discovered attack and discovered check 100
Solutions to quiz οη the discovered attack and
discovered check 102
lntroduction to endgame training 2
The endgame 2 - elementary wins - pawn endings 103

The queening square 104
Quiz: "the clever square" 106
United pawns, pawn chains and isolated pawns
Helping ουΓ pawn to promote - 107

the king protects it from the side 108
The king is placed in front of the pawn on the 6th (3rd) rank
The rook pawns 109
Solutions to the quiZ: "the clever square" 110
114

ΟυίΖ οη pawn endings 115
lntroduction Ιο opening training 2 116
The opening 2 - What ουΓ opponent can do (wrong?) -
and how we can exploit ίΙ! 117

Damiano's Defence - the weak move 2...f7-f6? 117
BIack pIays the "Petroff" 2... Ng8-f6 124
BIack pIays the "SiciIian" 1.e2-e4 c7-c5 126
BIack pIays the "Centre Counter" 1.e2-e4 d7-d5 127
"UnusuaI moves" 128
What should Ι pIay as BIack? 131
Against the "Giuoco Piano"? 131
Against the "Ruy Lopez"? 133
Against 1.d2-d4 ΟΓ the Queen's Gambit? 134
Against other moves? 135
136
The world of chess, the sport 137
137
Preparation for your first tournament 138
The chess cIock 142
Thinking time 143
PIaying with cIocks and writing down moves 144
The "touch-move" rule 145
147
Behaνiour and sportsmanship 148
Being told what Ιο do 150
151
Ratings 153
158
lnformation about tournaments 159
Ηονν tournaments work
ΑΙ the tournament - the great day has arrived!
What Ιο do when your child is beaten ΟΓ when s/he wins
What comes next?
Chess coaches

And finally 161
Power Test 162
Solutions Ιο the Power Test 173
Evaluation 178
Appendix 179
Hunting the black king (scoresheet) 180
Files, ranks and diagonals 181
Solutions Ιο the quiz "Mate with king and queen" 183
Solutions Ιο the endgame quiz "Mate with Κ + R 12 R" 191
Solutions Ιο the quiz οη the pawn ending 197
Solution Ιο "endgame with a rook's pawn" 199
The Laws of Chess 200
200
Ηοw the pieces move 202
Taking your opponent's pieces 203
Checkmate, stalemate and draws
204
Recommended reading 205
lnternet addresses for chess associations 206
Scoresheet 207
Certificate for the Power Test



What you need (to know): 1

What you need (Ιο know):

Υου should know the basic rules (how the pieces move) and teach
them to your child if you have not already done so.

(/n any case, at the end in the aρρendix you wiII find a short resume of
the rules, and ί' you are unsure you can consult it)

Α chessboard and chess pieces

The chessboard should be approx. 40-50cm long and broad (a
tournament board is approx. 50cm, but for very young children a
somewhat smaller board may be more practical to begin with).

Along the edges the board should have the notation (a-h and 1-8), since
it is very important ίπ order to play ονθΓ the exercises ίπ this book as ννθll
as to write down your οννπ games.

There are wooden boards, plastic folding boards ΟΓ ΓΟII-uρ boards.

Wooden boards are not so suίtable for training with children, because of
their sensitivity. Folding boards suίt better if you wish to transport the
board and its pieces into another room later; otherwise it is a question of
taste whether you use a folding board ΟΓ a ΓΟII-uρ board.

For the pieces, the king should be approx. 70-95mm high, (ίπ
tournaments the standard height is approx. 93mm).

For children, it is preferable to use plastic pieces for training.

Please use the tournament standard, so-called Staunton pieces. Οπ πο
account should you make use of ΟΠθ of the pretty sets with artistically
carved pieces, ΟΓ θνθΠ worse Asterix, Star Wars, Simpsons, ΟΓ such like,
since these are simply an irritation and are neither allowed ίπ ΠΟΓ any use
for a tournament.

Α chess clock is requίred ίπ the second part of the training programme.
When you take into account the cost of postage, it would make sense to
get ΟΠθ at once if you have to order a board and pieces.

Detaίls about chess clocks can be found on ρage 138.

Recommended reading can be found near the end of the aρρendix on

ρage204.

2 Chess for Kids and Parents

Dear parents!

Υου would lίke to take your child beyond the basics ίπ chess, but you
are not sure how best to go about ίΙ

This book proposes to you a systematic course of study; all you have to
know are the elementary rules of the game. Υου ννill learn all the rest at
the same time as your child and you ννίll turn from a hobby player to a
lover of chess well able to judge and participate ίπ your child's sporting
success.

When should you begin?

Chess coaching with children normally demands a lot of patience and
dedication, since younger children ίπ particular do not yet have the powers
of concentration, which are needed for a reasonably good game.

Under 5 years of age, only exceptional children ννίll benefit from chess
coaching (e.g. those who are really early developers).

About the time when they start school, children are quite able to take ίπ
the rules and techniques of the game, to concentrate for a certain length
of time and they thus display all the necessary qualities required for the
game of chess.

The positive aspects of chess

The effort and patience you are willing to invest does certainly pay off,
because you:

• Transmit to your child a high-class hobby for the rest of his/her life.
• Develop ίπ your child a whole range of positive qualities, such as

the ability to concentrate, a logical-analytical approach, the ability to
weigh things υρ and to take a decision, and self-control, amongst
many other things.
• Help your child towards independence and responsibility for his/her
οννπ actions, as well as teaching him/her to follow through a course
of action and to be persistent.
• Provide your child with the opportunity to distinguish himself/herself
by his/her οννπ performance and to build υρ self-confidence.

Such qualities are more important then ever before ίπ today's
permanently changing world which is so full of questions and uncertainty.

Our training programme 3

Knowing facts is not so necessary as logical analytical thinking and
flexibility, as well as courage and self confidence. It is recognised that
chess is a particularly good way of delivering such qualities.

Learning about chess together helps create bonds between parents and
children. Υου share the joys of the first successes and the misery of
defeats and setbacks and you have an interest ίπ common.

Our Iraining programme

Our coaching concept has been specially developed for children and
frequently differs from the usual methods. It is based οπ an evaluation of
thousands of games played by children and beginners and an analysis of
the typical mistakes and problems which crop υρ ίπ them.

Traditional teaching methods take as good as πο notice of the special
situation of children, (which is hardly something to be surprised about
since until recently there was hardly any children's chess worth
mentioning and many handbooks originated before World War Ι), and
simply treat children like little adults. Ιπ general, that is not ίπ lίΠθ with
reality. Hardly any child below the age of 8-1 Ο is capable of working with a
book for any length of time, especially not if the contents are occasionally
difficult. So ουΓ starting point is that a chess book for children does not
make a lot of sense, but a programme of learning, which can be worked
through by another family member along with the child offers the best
chances of success. Just the good feeling of working together with dad,
mum, grandpa, big brother ΟΓ big sister ΟΓ whoever else ίπ the family
assumes the role of chess coach is enough to motivate the child further ίπ
addition to the attraction of the game itself.

Ιπ ουΓ training programme, ννθ first of all use simple methods, which a
chess expert might even describe as "primitive". Απ ending of king and
rook versus king can perhaps be ννοπ ίπ 14 moves with a simple winning
plan. Α few little nuances mean that five ΟΓ six moves can suffice. But
children ought first to understand and make use of the simple plan.
Thereafter - πονν being οπ solid ground - they can easily become
acquainted with the improvements. It is much easier to add new material
to what you already know than to take ίπ several facts ΟΓ methods at ΟΠθ
and the same time!

Ιπ the opening, ννθ shall concentrate οπ building υρ a solid position
which cannot easily be overrun by the opponent and ίπ which the young
person does not immediately start losing a lot of pieces.

4 Chess for Kids and Parents

Lessons are given ίπ turn about endgames, the opening and tactics.
This adds more variety to the training and the increase ίπ knowledge is
equally divided between the individual phases of the game.

ΑΙΙ examples and exercises receive more ίπ the way of commentary
than is usually the case. This is to help you and your child to really
understand what is being taught.

Coming before each of the longer sections, you ννίll find an introduction
to the training, which explains to you what ννθ shall learn and how ννθ shall
learn ίΙ Towards the end of the training programme, you ννίΙΙ learn more
about chess as a sport, the customs associated with it and the technical
terms, and, above all, hints for your child's first chess tournament.

Applying the training programme

Training is best carried out if possible οπ several occasions during the
week, for 20-60 minutes at a time, according to the age of the child. If the
intervals between sessions are too long, the young person forgets too
much and the revision which then becomes necessary makes the
coaching a bit boring.

Ιπ addition to training, a lot of chess should be played. The mix between
learning and playing is very important, because it is only ίπ practice that
the knowledge, which has been acquired can be tested and assimilated!
And only practice allows you to retain the knowledge, which you have
gained! Start from the rule of thumb that ΟΠθ hour's coaching should be
followed by two hours of practical play ίπ order to have a good balance of
the two.

Ιπ ουΓ openings training, after a few moves positions occur where there
are a whole series of options and where the opponent can react ίπ quite
different ways. These "key positions" should be played out as training
games. This is how the young person ννίll get important practice ίπ the
treatment of such positions.

Oon't be afraid to let your children experiment and θνθΠ try out "siIIy"
moves ίπ these games! This develops insight and creativity and ~he child
learns at the same time how to refute moves and plans, which ννίll later be
tried out against him/her by others. And a solid blunder teaches more than
a thousand warnings from the coach!

Please go through the programme ίn the order which is set down
and do not omit any exercises ΟΓ training sections.

Applying the training programme 5

Together with your child, keep a training diary in which you write down
everything which you have done and keep an account of all the training
games (should your child later become a strong chess player, you can
then proudly point to your 50:1 score at the start!).

If, at the same time as your child ΟΓ children, you discover and θχρlΟΓθ
the world of chess, then you ννίll eχperience much that is of interest and
have a lot of fun together.

And now, off ννθ go!

6 Chess for Kids and Parents

Name that square!

We learn about chess notation

Chess notation, ί.θ. writing down and "reading" of chess moves is
absolutely necessary for all chess training. Knowing the notation helps us
to read chess books, to note down ουΓ οννπ (training) games and to play
through them later ίπ order to find mistakes and improvements ΟΓ to show
ουΓ games to other people.

80 let's take a closer look at ουΓ chessboard:

Round about it ννθ can see numbers and letters. It reminds you of the
game "battleships", doesn't it?

And that is exactly how chess notation works. We can describe each
square by its co-ordinates. 80 each square has a "name", which ννθ can
use to identify ίΙ

a8 b8 c8 d8 e8 f8 98 h8
a7 b7 c7 d7 e7 f7 97 h7
a6 b6 c6 d6 e6 f6 96 h6
a5 b5 c5 d5 e5 f5 95 h5
a4 b4 c4 d4 e4 f4 94 h4
a3 b3 c3 d3 e3 f3 93 h3
a2 b2 c2 d2 e2 f2 92 h2
a1 b1 c1 d1 e1 f1 91 h1

Οπ rank 1 and file e ννθ have the
king. Ιπ chess notation ννθ say the
letters first, so the king is standing οπ
square e1.

What is the name of the square οπ
which the pawn ίπ front of the king is
standing?

The solution is οπ the next page.

Name that square! 7

Solution: the pawn is standing οπ square e4.

Το give the name of a piece, ννθ always use an abbreviation:

• King •Φ =Κ
• Oueen
• Rook 'iV ~ =0
• Bishop
• Knight .: .i =R

i.. .t =Β

l2J ~ =Ν

80 these are all called "pieces" (they are lίke the officers ίπ an army).

But, generally speaking, all the men οπ the board (including the pawns)
are also called "pieces".

The distinction is not imρortant as yet, but when we get further on, we will
make use of the sρecific terms "ρieces" and "ρawns".

Το describe a move, there are two possibilities:

• 8hort notation

• Long notation

Ιπ short notation you only say which square the piece lands on. Ιπ our
eχample, if the king ννθΓθ to move from square e1 to square e2, ννθ would
write Ke2 (a move to the square e2 and the name of the piece which
moved there ίπ front of it, ί.θ. the king to e2 = Ke2).

Ιπ long notation you say, from which square and to which square the
move was made and you put a hyphen between the names of the two
squares, so ίπ ουΓ eχample Ke1-e2.

The latter is easier to understand for those who are learning chess, and
for that reason ίη this book we use almost eχclusively this form of
notation.

Occasiona//y, we wi// use short notation for short comments ΟΓ for ρointing
out ρlans ΟΓ goals, e.g. " ... and White wins, as soon as he has brought

his king to b2". ΜΟΓθονθΓ ίπ the text we very occasiona//y use a "ρ", e.g.

Ρθ4.

8 Chess for Kids and Parents

Exercise Νο. 1: Write down ίη long notation the moves which White and
Black have made.

(The order of the moves does not matter.)

abcde White: Black:

7 1..................... 1......................
6
5 2...................... 2......................
4

3..................... . 3..................... .

(See page 18 for answers)

There are a few more important symbols:

• If you take a piece, the hyphen is replaced by an χ, so:

=χ takes

/π o/der chess books, you sometimes find a c%n instead of an χ. /t

=means the same thing; : takes.

• Short (or kingside) castling is written ο-ο.
• Long (or queenside) castlίng is written 0-0-0.
• Taking "en passant" (taking a pawn as it passes) is written by

adding e.p. to the pawn move. (If you do not know this move, it
doesn't matter. We'll explain it later.)
• If the king is checked, this is shown by a +.
• If it is mate, there is a # (Ιη old books ννθ sometimes find ++)

Name that square! 9

Ιπ chess books and magazines, games and positions are printed with
some eνaluations and annotations for the reader:

• ? after a move, tells us that it was a weak moνe.
• Logically two question marks indicate that it was an even weaker

move: ??

(Generally speaking, the move was not twice as bad as norma/, but really,
really stupid, e.g. the queen was given away ΟΓ mate on the next move
was over/ooked). At the start, unfortunate/y, we wiII have to use this

annotation a /ot in ουΓ games!

• Of course there are also strong moνes. These are given an ! and if
it was a really good, perhaps even a brilliant, move, then the special
sign is two exclamation marks: !!.

We can concern ourselves with that a bit more ίπ a couple of years; for
the moment, it is important not to collect too many ? and ??

There are other symbols used to comment οπ moves ΟΓ positions, but at
the start we don't need to know ΟΓ learn them.

Το sum up, here's a quick list of the special symbols:

ο-ο = kingside castling
=queenside castling
0-0-0 = check
+ = mate
# =weak move, mistake
? = bad mistake
?? =strong move
=very strong move
!!

10 Chess for Kids and Parents

Our training game

''Hunting the black king"
We ννίll practise notation by using a variation of the game you probably

know: "Battleships".
Here is a model starting position. Ιπ the appendix you ννίΙΙ find a

diagram which you can photocopy.

The child names a square, e.g. "d8", and puts a cross οπ the relevant
square οπ his empty board. Υου also note it οπ your board (for checking
later and for the misunderstandings which according to my experience ννίll
crop υρ sooner ΟΓ later). Pieces and pawns which are hit are named and
score points according to ουΓ table.

Of course the number of "shots" should be limited, e.g. to 15. Afterwards
the points are added υρ and you change roles. The child πονν thinks υρ a
position and draws it οπ his diagram and you have to guess and fire.

This game practises the notation and at the same time conveys a first
idea of the relative value of the pieces. (ΗοννθVθΓ, the king actually is
beyond value, since the game cannot be played without it).

The correct answers:

8 Κ c3

Q d6

R g4

Β b7

Ν e1

ρ1 a5

2 ρ2 f6

ρ3 h3

max. score =44 points

The game can be played with the whole family, even those who do not
play chess.

Our training game 11

The moves
After a few games, the names of the squares are known and ννθ can go

on to the moves. Firstly an example:

White has made the foIIowing moves:

e2-e4

Bf1-c4

Ke1-f1 (a bad move, but that doesn't
matter for ουΓ purposes)

Τaking ΙΙθη passant ll

There is a special rule, which most casual players either does not
know ΟΓ do not understand ΡΓΟΡθΓIΥ. That is the "en passant"
(pronounced "ong passong") rule - "taking as a piece goes past".

80 that there are no nasty surprises later, let's take a look at this rule:

e In ουΓ diagram the g-pawn has reached the 5th
rank. The f7-pawn is stίll in its starting position.

If the f7-pawn now wants to move to f5 with its
double move, then White can take it "en passant".

6

It is done as if Black had played f7-f6 instead of, as
5 he did, f7-f5. White puts his pawn on f6 and not on
4 f5, where the pawn he has just taken had stood.

En passant can only be played immediately after
the double move has been made; after that it is not
allowed!

The purpose of this rule is to stop your opponent
body-swerving past you with his special double
move.

12 Chess for Kids and Parents

We note down a game of chess

Note down οπ the scoresheet οπ the next page which moves WθΓθ
made by White and Black ίπ the various diagrams!

1st + 2nd moves 4.

5. 6. 7.
Pay close attention! Τhese moves are followed by some special symbols!

abcde f

8 3
7 2
6
5
4
3
2

8. 9. 10.

We note down a game of chess 13

11. 12. 13.

PS: It wasn't a good game, but it included all the important symbols in
notation - and Ι ho e ου knew them all!?

ΜΥ scoresheet

White Black White Black
1.
8.

2. 9.

3. 10.

4. 11.

5. 12.

6. 13.

7.

Bah! That made Υου sweat, didn't it?

14 Chess for Kids and Parents

But when you have written down games a few times, it gets pretty easy,
no sweat!

1. Black 8. a7-a6
2. 1-f3 e7-e5 9. Bb5xc6 b7xc6
3. d2-d4 Nb8-c6 Kc8-b8
d7-d6 10. Qa4xa6+
4. Bf1-b5 Bc8 11. a2-a4 c6-c5
5. ο-ο e5xd4 12. Ra1-a3
6. c2-c3 Qd8-f6 13. Ra3-b3#
7. c3xd4
0-0-0

Noting down a game!

Normal scoresheets for writing down games usually cause problems for
children. Their large handwriting simply does not fit into the lines, which
are only a few millimetres high. Also there is no room to note down
improvements, comments ΟΓ notes.

80 you ννίll find in the appendix a special photocopiable scoresheet
for children with lines and columns which are extra high and wide and
lots of space on the right hand side.

Υου and your child should start by writing down your practice games.
Number and collect the scoresheets!

On one hand this deepens your knowledge of notation and on the other
it builds υρ confidence for later tournament games. (Moving from a casual
game to one that is noted down is a big step for the young person!)

In addition, after each training game, then both of you can go ΟVθΓ it
looking for mistakes and improvements - a first step on the road to a
process of objective analysis; this is important not only for progress in
chess but also later on for study and professional life.

Ranks, files and diagonals 15

Ranks, files and diagonals

The chessboard contains vertical, horizontal and diagonallines. We call
the horizontal ones ranks and the vertical ones files (see the diagram
below οπ the left). The slanting ones are called diagonals (see right-hand
diagram below).

abcd

8

3
2

File (a1-a8) and rank (a1-h1) abcde f 9h

Diagonals a1-h8 and a4-d 1

Το help distinguish them, there is an extra clue.

The files are named after the letters along the edge of the board,
above and below. 80 the file ίπ the diagram is the a-file, and the file οπ
which the kings stand at the start of the game (e1/e8) is called the e-file,
etc.

The ranks are named after the numbers οπ the right and left hand
sides of the board. Ιπ the diagram above ννθ are dealing with the 1st rank,
the rank οπ which are placed the black pawns at the start of the game is
the 7th rank, etc.

Naming the diagonals is a little more complicated. Just as ίπ notation,
they are named after the start square and the finish square. ΙΠ ΟUΓ
diagram the white bishops make uρ a1-h8 diagonal (the longest diagonal
possible οπ the chessboard), and the black bishops show us the a4-d1
diagonal (or the d1-a4, depending οπ the point of νίθνν of the person
looking at it).

16 Chess for Kids and Parents

Why are these special names actually important at all, you may well be
asking: Well, ίπ ουΓ training programme, for example, whenever ννΘ talk
about chess and want to be understood - which ννίll often be the case -
ννΘ need specific, clear concepts, which ννΘ can work with. ΒΥ
understanding these technical terms, the reader can comprehend ίπ a
concrete way the sentence "The queen controls the long diagonal".
Otherwise, it would be more complicated to say "The queen controls the
slanting lίne from a1 to h8" and it would be more open to
misunderstanding. 80 let's have a lίttle practice with these ΠΘνν concepts:

Ranks, files and diagonals 17

Exercise 2:

The black pawns are οπ the

The white king and its rooks are οπ
the ...... - ....................

4 The black king iS οπ the
3 .................................... and also οπ
2 the ...... - .............................

Which rank iS the Re3 οπ?
Οπ the ........................................

Exercise 3: The thick arrows mark
8 ......................... with the names
abcde 7 ..................... and .......................
8
6
7
The thin arrows mark

5

........................ with the names
..................... and .................... .

3

2 and the thick dotted arrow marks a
="--:-~"""---:--=~:--=""""--;--' 1 ....................... with the name

18 Chess for Kids and Parents

Solution 1: Black:
1. e7 -e5
White: 2. Nb8 - c6
1. e2 - e4 3. 8Ι8 - c5
2. Ng1 - Ι3
3. 8Ι1 - b5

Solution 2:

The black pawns are οη the [7th rank]
The white king and its rooks are οη the [e-file]

The black king is οη the [g-file]
and also οη the [8th rank]
The Re3 is οη the [3fd rank]

Solution 3:
The thick arrows mark [DIAGONALS] called [a4-e8] and [f1-h3]
The thin arrows mark [FILES] called the [c-file] and [d-file]
And the thick dotted arrow marks a [RANK] called the [6th rank]

We// then, did you get ίΙ a/l right?

If you don't feel quite sure, you can try out another eχercise.

Ιη the appendix οη the sheet Files, ranks, diagonals you can answer
questions about this subject by filling ίη a diagram.

Introduction to endgame training 19

lntroduction Ιο endgame training

After ννθ have learned how to name the squares, how to describe
moves and even managed to write down a whole game, ννθ can now
move on to elementary tactics in chess.

We shall learn how to mate the opposing king (to make things simple, it
is always the black king) quickly with the queen, one rook ΟΓ two rooks.
Play in these endings is at first very much simplified and does not always
follow the best practice; things are raised to a higher level in the solutions
to the exercises. At first, the young person should learn a very simple
mating plan, before ννθ go into nuances.

Υου may be sceptical and think: "Why should a child know the best way
to deliver mate? The opportunity to make use of such knowledge ννίll not
be there for some time, since children always lose in the opening!"

This may ννθll be the case, but learning endgame technique is about
more than simply finishing off a won position.

Α lot is learned about possibilities and the peculiarities of the pieces in
question, which ννίll later come in handy, for example, in the tactical
exercises.

The child learns to work ουΙ a plan and to understand how to follow it
logically and stick to the demands of the plan in a disciplined manner.
S/he learns to calculate her/his own and the opponent's moves and to
match her/his own plan to that of her/his opponent.

In the opening and the middlegame there are a confusing number of
pieces and possibilities and it is impossible ΟΓ very difficult to understand.
For that reason the endgame is a good starting point for calculating and
drawing υρ plans.

If at all possible, set υρ the diagram positions on a real chessboard. If
you read out the position to the children and let them set υρ the board,
you are also practising the notation at the same time - an excellent way of
revising the early lessons! Take care that moves and squares are always
correctly described (not for example: "1'11 move my king diagonally one
square forwards", but "1'11 move my king to c5").

Repeat themes and exercises that have not quite worked out, until you
are sure that the young person has understood everything and - at least
for the moment - has also retained everything!

20 Chess for Kids and Parents

Elementary wins - Mate with king + queen

Today ννθ shall look at how to mate the opposing king with your queen
and king. Υου may think that it is quite simple and things should work out
somehow? Ι wouldn't be so sure of that, since the black king ννίll attempt
to escape. Without a plan for how to catch it, it can take us a long time
until ννθ get hold of ίΙ Actually, ίπ this endgame it is possible to mate a
king anywhere οπ the board within 11 moves!

Ηονν do ννθ set about catching the king so quickly?

"11 you don't know where you want to go, it doesn't matter where
you do go", says the cat to Alice ίπ 'Άlίce ίπ Wonderland". That could
also have been said to many a chess player ίπ the endgame, someone
who has made move after move and found a mate probably only by pure
chance.

Of course, ννθ are a lot cleverer and first of all look at where ννθ want to
go, ΟΓ rather ίπ which position ουΓ opponent would be mated!

ΑΙΙ the mating positions ΟΠθ the following page have ΟΠθ thing ίπ
common:

The opposing king is οη the edge ΟΙ the board!
This makes ουΓ first goal quite clear:
We must push the king to the edge ΟΙ the board!

It is not possible to mate the king ίπ the centre of the board with the
queen (nor with the rook) , because it can always escape.

Moreover, ουΓ οννπ king must always be near the opponent's king, ίπ
order to block his way. This makes ουΓ second goal clear:

We must bring ουΓ οννη king close to the opponent's king, so that it
cannot get away 1rom the queen!

Elementary wins - Mate with king + queen 21

Matin ositions with the ueen

abcd abcd abcd abcd
8
7 8 ~ ~}"Ι~Ι4!l!!1!!Ι.!

4 7

vertical 6 o,~. ~

abcd 5 - -5~ _
8
44 4
4
horizontal dia onal "hemmed ίπ"
ίπ the middle
abcd abcd ΑΙΙ these
8 8 mates are
possible οπ the
6 other side of
5 the board
44 (below) and ίπ
all the corners!
hemmed ίπ οπ from a distance
the ed e

The fina/ mating position has been ca//ed "from a distance" by the
author, because it frequently happens that the queen "takes aim" from a
distant area of the chessboard and delίνers a surprise mate. This is not

on/y the case in a pure endgame such as we haνe here, but also in the

midd/egame (instead of the white king, other pieces can cut off the b/ack

king's retreat squares, inc/uding eνen its own pieces). Many a game in
υ10 tournaments comes to such a sudden surprise end!

22 Chess for Kids and Parents

Νονν let us take a look at a practical example of how things work, (it is
White to move):

EIementar

abcde f Most children would πονν set about the
8 enemy king with Qa1-a7+, Qa1-d1+ ΟΓ
7 Qa1-g7+. But that does not suit ουΓ

goals, since Black can escape into the
6 centre of the board with Kd7-e6, and ννθ
5 cannot mate him there.

ΒΥ 1.Qa1-f6 (02) ννθ nail the king to
3 the edge of the board!

2 Qa1-a6 would do the same thing, but
""""",,"--:--=-=-:--,,=--:--=,,,,-:---,1 then Black can escape from ουΓ king

towards the right, whilst with the text
move you shut him ίπ with your οννπ
king. The black king can πονν choose
between only three squares:

Α) c8, Β) e8 and C) c7

8

Νονν let us look at what each of these
7 moves means for Black and how ννθ can

6 best play against each of them.

5

Ο2 after 1.Qa1-f6

Ο3 after 1... Kd7-c8 Α) 1... Kd7-c8 (03) This makes ουΓ
8 victory easier since Black voluntarily
7 goes to the edge!

6 ΒΥ 2.Qf6-e7 ννθ cut the black king off
οπ the 8th rank and push him towards

5 the left hand corner.

He only has ΟΠθ move left: 2... Kc8-b8

After achieving ουΓ first goal (push the
king to the edge), ννθ carry οπ with ουΓ
second ΟΠθ (bring ουΓ οννπ king υρ
close):

Elementary wins - Mate with king + queen 23

3.Kc5-b6 (or also c6) (04)

8 Black can move to a8 ΟΓ c8, but iS

7 7 mated after 3...Kb8-c8 by Qe7-c7 ΟΓ by

6 6 Qe7-e8 mate ΟΓ after 3...Kb8-a8 by
Qe7-a7, Qe7-b7 ΟΓ Qe7-d8/ e8/ 18.

Ο4 after 3.Kc5-b6

8 But ννΘ must be careful if Black plays,
7 8 Β) 1...Kd7-e8 (05). If you πονν try to
6 7 achieve goal 2 at once by 2.Kc5-d6
5
(06), you ννίll have a nasty surprise,
Ο5 after 1...Kd7-e8 6 because Black iS πονν stalemated!
5 50 always make sure, that your
abcde f
8 opponent is able to make another
7 move!
6
6
D62.Kc5-d6?
STALEMATE!

8 The correct move would be 2.Q16-g7
7 7 (07). This fulfils goal 1, the opponent
6 6 can stiII make a move and after 2... Ke8-
5
d8
Ο7 after 2.Qf6-g7 5 3.Kc5-d6 (08)

abcdef (but not to c6, because Black can then
8 once more escape the mate by 3... Kd8-
7 8 e8, though after 4.Kc6 -d6 Ke8-d8 he iS
6 7 again ίπ a position to be mated).

Ο8 after 3.Kc5-d6 6 And, after either Kd8-c8 ΟΓ e8, mate
οη the next move!

24 Chess for Kids and Parents

abcde f After 1.Qa1-f6 the best defence is C)
8 1.. Kd7-c7, since the king ννίll not
ΟΙ after 2.Qf6-e7+ 7 volunteer to head for the edge of the
02 after 3.Kc5-c6
03 after 4.Qe7-b7# board.
6 Even if Black is going to lose, he
5 should try to play the best he can - ΟΓ

else resign!

After 2.Qf6-e7+ (01) ννθ push the king
8 to the edge of the board.

7 2...Kc7-c8 Reaching goal 1 and after
3.Kc5-c6 (02) ννθ also reach goal 2 and

6 after 3...Kc8-b8 ννθ can mate with
5 4.Qe7-b7 (03)!

ΒΥ logically following ουΓ two goals
8 "Force him to the edge" and "Bring υρ

your own king" the win iS quite simple
7 and quick!
6 Next let us look at a position, which iS
5 a bit harder to play.

Elementary wins - Mate with king + queen 25

Τhe unfavourabIe case: kin and ueen are far awa

If your king and queen are far away

8 8 from your opponent, then mate takes a
7 7 little longer.

6 But the method iS the same and if you
aim for both of ουΓ goals, victory iS

5 assured!

4 Here there are several good tries right
3 from move 1.

2 ΒΥ Qh1-h4 you can limit the king to
the black half of the board and drive it
towards the 8th rank.

Or by Qh1-h6 you can lock it into the
bottom half of the board with your οννπ
king and drive it towards the 1st rank.

8 8 Or by Qh1-c1 push it towards the
7 7 kingside and the h-file.

6 ΑΙΙ three plans are logical and
sensible. The first plan with Qh1-h4 iS

5 5 perhaps easier to carry ουΙ

4 4 We ννίll take a look at the third plan:
3 1.Qh1-c1 (01)

ΟΙ after 1.Qh1-c1 2 8hould Black head towards the 8th
1 rank (e.g. Kd5-d6) Qc1-g5 lets us shut

him υρ ίπ the black half of the board and
ννθ ννίll bring υρ ουΓ king .. .

80 there remain 1... Kd5-e4 and
1... Kd5-d4.

26 Chess for Kids and Parents

5 Α) 1...Kd5-e4
After 1...Kd5-e4 ννθ ννίη quickly with

2.Qc1-c5 (02). Black has only two
3 possibilities: Kd3 ΟΓ Kf4

2 2...Ke4-d3 3.Kg2-f3 We cut off the
1 king's retreat and iS ηονν lίke sliding
='--:-""'"""'''---:-"'''"""''"---;-"'''"""'''---:---1
dοννη a tu nneΙ dοννη to the ed9e of the
Ο2 after 2.Qc1-c5
board: 3...Kd3-d2
55
4 After 4.Qc5-c4 (03) ννθ push him back
3 towards the edge
2
Black has only two squares left.

But 4...Kd2-e1 is ηο use because of
5.Qc4-e2# (or Qc4-c1#)

ΑΙΙ that iS left iS 4...Kd2-d1.

ΒΥ 5.Kf3-e3 (04) white puts his

opponent ίη zugzwang - Black does not

Ο3 after 4.Qc5-c4 want to go to e1, where he ννίΙΙ be mated

2~8.i~88Y.8q8~8.8~8~523~ οη the neχt move, but he has ηο other

move and has to go there.

~4 Having to make a move you would

~~ 3 rather not is called zugzwang and it

decides a lot of endgames.

1~ . 8 8 80 thanks to zugzwang Black has only
1 5...Kd1-e1 (01) left and White can

a b c d e f 9 h choose between

6. Qc4-c1# and 6.Qc4-e2#

ΟΙ after 5.... Kd1-e1

Elementary wins - Mate with king + queen 27

Β) 1...Kd5-d4

8 On his first move, Black had two
options of which ννθ have only seen

7 7 1... Kd5-e4.

6 The second choice iS somewhat
5 5 "tougher" - but ννθ can win there too, so

let's look at how to achieve the win:

3 1...Kd5-d4 (02)

2 Our queen iS not all that well placed. If
it ννθΓθ on b1 instead of c1, ννθ could

=""-;-~=--7"""'"::=-"7"""""=-;--I 1 restrict the king further with an
immediate Qb1-b5 and drive it towards

02 after 1.. .κd5-d4 ουΓ king. 80 there is no simple and
obvious plan. White has a whole range

03 after 2...Kd4-c4 of possibilities. As long as you always

5~ 11 _ ~_ ~. _ 5 ~~~rt~% ~h~C~O:~Sy i~O~~hd~~~~~ not so

4_ 4 ννθLet us assume play

3~ _. __~_ ~ 3 (023).Q. cΒ1Υ-g35.Qagn5d-e5Blνaνcθk plays 2...Kd4-c4
hem the king in a
2_ _ 2
1~
___ 1 bit further and he plays 3...Kc4-d3 (04)

abcde f 9h We could now play Qe5-f4 driving the
king further towards the a-file ΟΓ towards
04 after 3...Kc4-d3
the bottom. But that would take a long
time.

Το speed things up, ννθ bring ουΓ king
υρ as reinforcement.

4. Kg2-f2 (Ο 1)

4... Kd3-c4 5.Kf2-e3 Kc4-b4 (02)

a bcde f 9h The king is now near the edge and ννθ
drive him closer:

ΟΙ after 4.Kg2-f2 6.Ke3-d3 Kb4-b3 7.Qe5-b5+

Νονν ννθ have driven the king on to the
a-file and mate is not long in coming:

7... Kb3-a2 (03)

28 Chess for Kids and Parents

8. Kd3-c2 Ka2-a3

5

[or 8... Ka2-a1 and you have 5
possible ways to mate - can you find
3 them all?]

2 9.Qb5-b3# [or 9.Qb5-a5#j

Ο2 after 5.Kc4-b4 This time it was somewhat harder than
in ουΓ first example, but ννθ did it, despite
the fact that it was one of the hardest
mating positions!

5 As well as the variations in ουΓ
example, there are many more which
could have been played - perhaps even
better ones!

So try Ιο see whether you can find
1 simpler ΟΓ quicker ways Ιο mate!

abcde f 9h

Ο3 after 7... Kb3-a2

an the next page, you ννίll find 6 positions with ουΓ ending of Κ + Q
against a lone Κ. Try to find a win in each - but don't cheat by finding
weak moves for Black!

Υου should be able to win against the best possible moves for Black-
and you can do it!

And nονν the best of luck with the endgame quiz!

auίz οπ queen endings 29

Quiz οπ queen endings

6 χ mate with Κ + Q (White to move, solutions ίπ the appendix)

Q1 Q2 3
2
8 88
7 77
6 6
5 55
4 4
3 3
2 2

Q3 a b c d e h Q4

2

Q5 a b c d e h Q6 a b c d e h

8 6 8 3
7 2
3 6
2 5
4
3
2

30 Chess for Kids and Parents

Mate with king + rook

First let us think where ννθ are actually going! Which position must ννθ
reach for the opponent to be mated? Here are the three typical mating
positions, which of course can occur once more ίπ similar fashion at the
top, at the bottom, to the right and to the left of the board.

Matin ositions with a rook

abcde abcde abc de
8
8

7

4

vertical horizontal ίπ the corner

It iS actually quite similar to the endgame with the queen. 80 ννθ can
once again use the two goals which made υρ ουΓ mating plan:

We must force the king to the edge!

It is impossible to mate the king ίπ the centre of the board, because it
can always escape.

Our king must always be close to the opponent's king, to block its
escape route. 80 the second goal is also clear:

We must bring ουΓ οννn king close to the opponent's king, so that it
cannot get away!

8ince the rook is not as versatile as the queen (it cannot move
diagonally), there is a difference here. Whilst ίπ most cases ίπ the ending
Κ + Q - Κ it was sufficient to bring the king close to the opponent's king for
a mating chance to appear, things are not quite so simple ίπ the rook
ending.

Apart from the mate ίπ the corner, ουΓ king must be exactly opposite ουΓ
opponent's king for a mate to be possible. This position with kings
opposite each other is called the 'Όρροsίtίοn". But it is not a real

Mate with king + rook 31

problem - and unlike in the ending with the queen, there is much less
danger of stalemate! We shall look at an example on the next page:

ame Κίn + Rook - Κίn

The black king is already close to
the edge of the board and must be
driven further towards that edge (Goal
1).

But this is not so easy for a rook as
for a queen, because a rook finds it
harder to force the king back.

80 WΘ use another manoeuvre:

The waiting move with the rook!

1.Rf6-h6 (Ο)

Of course the rook could also move
to a6, but then the king would
approach it in order to attack it from

b7 and you would have to move the
8 rook again.
7 7 Α possible move would be 1...Kd7-

e7? (02), but this move is weak, since
6 6 Black voluntarily allows himself to be

5 5 forced back to the edge. Let's look at

this:

02 after [1 ... Kd7-e7?] 2.Rh6-h7+ Ke7-f8 3.Ke5-e6 Kf8-g8
4.Rh7-a7 (03) and now either

abcde f 8 Α) 4...Kg8-f8 5.Ra7-b7 (waiting
8 7 move) 5...Kf8-g8
7 6
5 [5... Kf8-e8? 6.Rb7-b8#]

03 after 4.Rh7-a7 6.Ke6-f6 Kg8-h8 7.Kf6-g6 Kh8-g8
8.Rb7-b8# ΟΓ
Β) 4... Kg8-h8 5.Ke6-f6 Kh8-g8
6.Ra7-b7 waiting move! 6...Kg8-h8

[6... Kg8-f8? 7.Rb7-b8#)

7.Kf6- 6 Kh8- 88.Rb7-b8#

32 Chess for Kids and Parents

Continυation of rook endgame

ab But Black has a better move ίπ
1... Kd7-c7 (Ο) putting υρ tougher
8 resistance.

6 2.Ke5-d5 We follow υρ his king with
5 ours, till they are opposite each other
4 (opposition) .

Ο2 after 6... Kb7-c8 2...Kc7-b7 3.Kd5-c5 Kb7-a7 4.Kc5-
b5 Ka7-b7
8
7 Oone it! Sooner ΟΓ later the black
6 king must move exactly opposite his
5 counterpart and then a check drives
him further towards the edge:
Ο3 after 10.Rh7-a7
5.Rh6-h7+ Kb7-c8 (02)

6.Kb5-c6 Kc8-d8 7.Kc6-d6 Kd8-e8
8.Kd6-e6 Ke8-f8 9.Ke6-f6 Kf8-g8

Careful! Your rook is under attack!

10.Rh7-a7 (03) [10.Kf6-g6? Kg8-f8
and ννθ start the process again!]

10...Kg8-h8 11.Kf6-g6 Kh8-g8 and
if the king is οπ the edge, and ίπ
opposition, it is mated by the
sideways check from the rook:
12.Ra7-a8#

Mate with king + rook 33

Α faνourable osition: the kin is almost at the ed e

abcde f We could play 1.Rd8-g8 nailing the
king to the edge of the board and bring
υρ ουΓ king into the opposition. That is
a safe winning plan.

But here ννθ can also immediately
use ουΓ king to hold the opponent's
king οπ the edge of the board and by a
waiting moνe get it to Γυπ into a

mating position.

2 Here is how that works:
(Ο) 1.Ke5-f4 Kh2-g2 [1 ... Kh2-h3

2.Rd8-d2 Kh3-h4 3.Rd2-h2#

ΟΓ 1... Kh2-g1 2.Kf4-f3 Kg1-h1 3.Kf3-
g3 Kh1-g1 4.Rd8-d1#]

2.Rd8-d2+ Kg2-h3 3.Rd2-f2 Kh3-h4
4.Rf2-h2#

34 Chess for Kids and Parents

Mate with king + 2 rooks

It sometimes comes down to an endgame with 2 rooks against the king.
This can be very frustrating for inexperienced players, since they do not
know what to do with their extra material and their pieces often get ίπ each
other's way!

Of course you could stick ΟΠθ rook ίπ a corner ΟΓ even let your opponent
take it, but that would be a sign of weakness - since winning with two
rooks is very simple.

ΜθΙίη ositions with 2 rooks
abcde
abcde

7
6
5
4

2

vertical horizontal

Does something strike you?

The white king is far away ίπ the corner and simply watching its two
rooks do the work! This is ουΓ first endgame where the king is not used to
mate.

Υου can actually see how to wίπ from ουΓ examples:

The rooks each give check ίπ turn until the black king is at the edge and
is mated.

Let's have a look at an endgame like this:

Mate with king + 2 rooks 35

Απ eas ννθ to mate with the "staircase"

abcde f

(Ο) 1.Rc2-c3+ The ννίπ is just as
possible with the other rook.

1...Kg3-f4 2.Rb2-b4+ Kf4-e5

3.Rc3-c5+ Ke5-d6 (02) Watch out!
The king is attacking the rook and it is
time for a waiting move.

3 4.Rc5-h5 and the rook moves to

2 safety and at the next opportunity is
ready to give sideways checks from the

other side.

Kd6-c6 5.Rb4-b6+ Kc6-c7 6.Rh5-
h7+ Kc7-c8 Νονν it is time for the

second rook to change sides!

7.Rb6-g6 Kc8-d8 8.Rg6-g8#

There is an even faster ννίπ,
immediately forcing the king into the
bottom half of the board:

02 after 3... Ke5-d6 1.Rb2-b4 (Ο) The rook blocks off the
way υρ the board.

1... Kg3-f3 2.Rc2-c3+ Kf3-e2 3.Rb4-
b2+ Ke2-d1 4.Rc3-h3 Kd1-c1

And once again, the moment has
arrived when the rook must move to the
other side of the board to get away
from the attack by the king.

5.Rb2-g2 Kc1-d1 6.Rh3-h1#

That was somewhat faster than ου r
first manoeuvre.

The way the rooks move ίπ turn is a
bit lίke a staircase which leads the
opponent's king to the edge of the

board.

36 Chess for Kids and Parents

Quiz οη rook endings

6 χ mate with Κ + R ΟΓ 2Α (White to move; solutions ίπ the appendix)

Α1 a b c d e Α2
8
7 8
6 7
55 6
4 5
3 4
2 3
2

Α3 Α4 a b c d e 9 h
88
77

66
55
44
33
22

Α5 a b c d e Α6 8
8 8 7
6
7 77 5
6 66 4
5 55 3
4 44 2
3 33
2 22

Introduction to opening training 37

Introduction to opening training

Logically speaking, the opening is the most important phase of a chess
game - an early blunder means you lose the game quickly and cannot
make use of the knowledge you have acquired about the middlegame and
the endgame!

Beginners make a lot of mistakes, of course, and find it difficult to get
out of the opening unscathed. At the same time, there are many different
openings and each of them has numerous branches (variations and sub-
variations) and even very good players cannot remember all of them.

So ννθ shall try to give you some general principles which are valid for
most openings and also knowledge of ΟΠθ opening which is simple to
learn and remember. Starting from there, ννθ can extend ουΓ knowledge
bit by bit.

What shouId this opening be Iike? What are the demands we make

οΙ ίΙ?

The following points seem important to me:

• It should be simple to teach and very likely to be used ίπ children's
and beginners' chess (what use is the most wonderful opening if
your opponents immediately play something different?)

• There should be a simple plan underlying it, which allows your
opponent only a lίmίted number of replies.

• It should be easy to remember and easy to understand. It should be
as uncomplicated as possible.

• It should be capable of being developed, so that you can make use
of the more complex playing techniques and "tricks" you learn.

These requirements are fully met by the Scotch Game.

Beginners are usua//y taught the Giuoco Piano (ltalίan Game) (1.e2-e4
e7-e5 2.Ng1-f3 Nb8-c6 3.Bf1-c4 Bf8-c5) ΟΓ the Ruy Lopez (Spanish
Game) (1.e2-e4 e7-e5 2.Ng1-f3 Nb8-c6 3.Bf1-b5). However, these are
difficu/t for chίldren to understand and soon become νθιΥ complίcated.
For that reason, when coaching beginners / a/most exc/usive/y make use
of the "Scotch Game" often shortened to the Scotch. Right from move 3,
White decides the character of the opening, thus Iίmiting his/her
opponent's opportunities and has at his/her disposa/ p/ans and
procedures which are easίly understood by chi/dren.

38 Chess for Kids and Parents

The names ο, chess openings often remind υs of the coυntries where
the openings were first played ΟΓ where they were especially popυlar. Or
else they bear the names of chess masters who introdυced these

openings. The Scotch takes its name from a correspondence match

between the chess clυbs ο( Edinbυrgh and London between 1824 and
1828. Cυrioυsly, it was the Londoners who played it first ίπ the match, bυt
the Scots played it better!

Please work through all the training material οπ the opening ίπ a
systematic fashion and leave nothing out!

Begin every Πθνν section from the starting position and let the child
make all the moves ίπ the opening. The opening sinks ίπ better and the
logic iS clearer than when a start iS made from a position after, e.g., 5 ΟΓ 6
moves.

Play the Scotch very often ίπ training games. Let your child experiment
from time to time with other (even bad) openings, but keep coming back to
the Scotch.

Make sure that the child has understood everything and check from time
to time whether everything has been remembered.

The basic moves of the opening (approx. 5-6 moves per variation)
should be well assimilated after a certain time and able to be recalled
when needed. Also, the most important plans must be remembered. The
moves after this are usually not so important and there are too many of
them to commit themall to memory, even ίπ ουΓ restricted repertoire.

Since most of the child's opponents should also be beginners ΟΓ weak
players, who soon deviate from chess theory, the knowledge of long
variations is ίπ any case not very useful.

ΒΥ "chess theory" ΟΓ "theory" we actυally mean the sυm ο( knowledge
aboυt how (ο play chess, bυt today the concept is mainly υsed (or opening
theory. Books and CDs οπ opening theory constitυte the greater part ο(

chess literatυre: (or ουΓ Scotch alone there mυst be a (ew hυndred printed

pages ο( opening theory, withoυt coυnting doυbles. For especially popυlar
openings sυch as the Sicilian (1.e2-e4 c7-c5), aboυt 20 years ago the
American grandmaster Edmar Mednis estimated the total (ο be aboυt
5,000 - and lots ο( new stυff has been added since then! The basis of
opening theory is the more than 3 million pυblished games ο( chess. Bυt

do not be scared ΟΓ impressed by these nυmbers. Amateυrs get by with a
very Iittle knowledge and a good qυantity ο( soυnd common sense and
logic! And when s/he comes υρ against υnknown moves, many a theory
bυff has a hard job finding his/her own plans and ideas!

Introduction to opening training 39

What is important is that in your training games you try out all the
variations you have been shown. Ρθορlθ only retain what they have used.
Unused knowledge is soon partially ΟΓ wholly forgotten. Moreover, this is
the way for the child to gain experience, which is very important in chess.

00 not let friends and acquaintances convince you to try other
openings! The Scotch may not be the most modern ΟΓ the most brilliant of
openings (although it was even played in the 1990s in the World
Championship match Garry Kasparov - Nigel Short), but a child can
understand it!

The openings which are normally taught to beginners, the "Giuoco
Piano" (Italian) ΟΓ the "Ruy LΟΡθΖ" (Spanish), can quickly become very
complicated and the logic behind them is very hard for children to grasp.

The opening variations which are given in the text are laίd out in such a
way that, as far as possible, they lead to a solid position, in which a
beginner cannot so easily make mistakes.

For all variations and comments, the main criteria are the beginner ΟΓ
the child, not the absolute criteria of chess correctness.

When the basics have been achieved and mastered after a Iίttle
practice, ννθ can move on to a higher level of play, theory, and techniques.

And now enjoy the training in your first chess opening!

40 Chess for Kids and Parents

Starting a game οΙ chess

ΒΥ now you're probabIy pretty keen to find out how to start a game of
chess ΡΓΟΡθΓΙΥ, aren't you?

But, to find a reasonabIe way to start, Iet's begin with a quiet Iook at the
chessboard, so that Wθ can clear υρ a few, important points.

The centre

abcde f The four squares in the middIe of
the board, which have a line drawn
round them, make υρ the centre of
the chessboard.

In chess, as in many other

activities, a centraI position cIearIy
has many definite advantages. Υου

don't take Iong to get to anywhere

eIse and you are where things are
2 happening.

There is something extra in chess:
if you have at Ieast one pawn in the
centre, your opponent cannot cramp
your styIe so easίly.

The foIIowing diagrams show what it Iooks Iike if you have a strong
presence in the centre ΟΓ if you abandon it to your opponent:

abcde f abcde

7
6
5
4

22

Development 41

Whilst ίπ the left-hand diagram, both players have an equal share of the
centre and can mount attacks οπ their opponent; things are totally different
ίπ the right-hand diagram. There White is very cramped. Black controls 6
squares ίπ his opponent's half of the board (4 of them are even controlled
twice ΟΓ more by pawns and a knight), whilst White only has control ΟVθΓ 2
opposing squares (b5 and d5 with the knight) and soon ννίll hardly be able
to make a move, without his pieces ΟΓ pawns being attacked ΟΓ taken.

These examples show clearly how important it is to have a stake ίπ the
centre ΟΓ to control ίΙ

Development

As ννθll as the centre, developing your pieces is another important part
of the opening ίπ chess. Ιπ the right-hand diagram, ννθ can see that
White's pieces (not pawns) hardly have any squares they can move to.
They are cramped, hemmed ίπ within their οννπ pawn position. We say
that they are badly developed ΟΓ that "White is behind ίη
development".

"Developing" your οννπ pieces οπ to squares οπ which they are ννθll
placed, from where they can take part ίπ the game and οπ which they do
not get ίπ each other's way, is, after the control of the centre, another
extremely important area ίπ the opening.

Castling - a safe haven for the king!

Νο matter what success ννθ have ίπ the centre ΟΓ elsewhere ίπ our
opponent's half of the board, this is of πο use to us if the opponent mates
ουΓ king! Then the game is quite simply lost!

Ιπ its opening position οπ e1 (or e8) the king is not all that ννθll placed
after a few moves. Opposing pieces can come at it from both sides and if
the e-file is opened by an exchange of pawns the opposing queen and
rooks can attack it very effectively. Many opening traps and early attacks
by ΟΠθ side are only possible if the king has not castled ίπ time!

80 it is a cunning plan to head for ΟΠθ side of the board by castling,
since by doing so you cut ίπ half the number of attacking pieces, because
your opponent cannot transfer all of his pieces to the side οπ which you
have castled.

As ννθ develop ουΓ pieces, ννθ must also take care that ουΓ king gets a
chance to castle - usually sooner rather than later!