Catalonia Draws on Chess in Education Best Practices and Research in Designing EduScacs
Currently, there is still no conclusive scientific study that irrefutably demonstrates that the practice of chess at school, during school hours, improves students’ academic skills or life skills. Experts, such as Fernand Gobet, Adrian M. Owen and The Education Endowment Foundation (EEF), point to several reasons for this lack of evidence: the complexity of the samples, the methodological difficulties, and the limited duration of the studies, among others.
In our experience applying chess as an educational tool, we are convinced that the lack of conclusive evidence is due to an insufficient and sporadic implementation of the game in the school curriculum. We believe that in order to generate a significant transfer that has an impact on academic performance, students from the 3rd grade should consistently devote a minimum of two hours to chess every week during school hours. This should be combined with an appropriate methodology that optimizes the activities and learning situations that facilitate this transfer.
“We are convinced that the lack of conclusive evidence is due to an insufficient and sporadic implementation of the game in the school curriculum.”
Ramón Pérez Rodríguez
The TRACIS Method
TRACIS is a chess teaching method developed to use chess as an educational tool to enhance various cognitive and social skills in students.
Along these lines, the TRACIS method, integrated within the Educational and Social Chess Program “EduEscacs” applied to FEDAC Schools in Catalonia since the 2022/23 academic year, has been designed with the aim of enhancing this educational transfer. This method is based on a series of key activities that are essential to generate evidence of educational improvement through chess.
The TRACIS method is not just a series of tasks to be completed, but an ambitious pedagogical proposal that promotes learning through interaction, communication, and reflection between students, teachers and families. This approach not only has the potential to make learning more lasting and functional, but also increases students’ interest in the game, while fostering essential social and communication skills.
Objectives of the TRACIS Method
Here are some specific objectives of the TRACIS method:
- Develop Tactics: Improve the ability to identify and execute strategic solutions in the game of chess, which translates into problem-solving and decision-making skills.
- Encourage Reflection: Encourage students to think critically and reflectively about their actions and those of others, both in the game and in everyday life.
- Improve Analysis: Train students to evaluate various options and strategies, analyzing the consequences of their decisions.
- Enhance Communication: Facilitate the development of communication skills through discussion and the exchange of ideas about the game and strategies.
- Foster Interaction: Promote collaboration and social interaction among students, using chess as a means of teamwork and constructive interaction.
- Adopt a Systematic Approach: Apply an organized and methodical approach to both learning and teaching chess, ensuring that students understand the rules and strategies consistently.
Key Activities of the TRACIS Method
The TRACIS method includes a set of activities that, when applied in an integrated way, encourages deep and meaningful learning. These activities focus not only on the acquisition of chess knowledge, but also on the development of transversal skills that are fundamental to the comprehensive training of students. The activities are described in more detail below:
1) Regular games between students
Students play chess games with each other on a regular basis. These games not only allow students to apply the strategies learned, but also encourage communication. They have to discuss their moves and tactics with their fellow players. Through this process, students develop critical thinking and problem-solving skills, while creating an environment where collaboration and friendly competition motivate learning.
2) Analysis and reflection on the matches
After each game, the students analyze their moves with the help of the teacher or other more experienced students. This analysis includes reflection on the decisions made during the game, the identification of errors and the discussion of alternative strategies. This process fosters a deeper understanding of the game and tactical principles that can be applied in other learning situations. In addition, this activity helps develop the capacity for critical reflection and self-evaluation, crucial skills for students’ personal and academic growth.
3) Debates on issues related to chess
We host discussions on different aspects of the game of chess. These include openings, board positions, historical games and strategies of grandmasters. Such debates not only improve students’ communication and argumentation skills, but also promote a learning environment where curiosity and exploration are valued. Students learn to defend their opinions, to listen to others. and to consider different perspectives. Each of these are essential skills for collaborative learning and life in society.
4) Joint evaluation of matches
After the games, students, with the support of the teacher, discuss the results and lessons learned. This joint feedback is essential to foster a deeper understanding of chess concepts and tactics, and to help students connect what they have learned to other areas of their learning. This type of assessment promotes a culture of continuous learning. Students are counseled to see mistakes as opportunities for improvement.
5) Cooperative and problem solving activities
Cooperative activities, such as team games or solving chess problems together, encourage cooperation, social interaction and teamwork. These activities allow students to work together to overcome challenges, sharing knowledge and strategies. In addition, these activities develop leadership, empathy and collaboration skills, as students must learn to communicate effectively, delegate tasks and value the contributions of their peers.
6) Friendly and Inclusive competitions
We organize chess competitions with a friendly approach, where there are no winners and losers. Instead the emphasis is on learning and the participation of all students, teachers and families. These competitions are a great opportunity for students to interact with other members of the educational community, challenge their skills, and learn from each other in a supportive and inclusive environment. This helps to build a positive school culture where learning is seen as a shared and collaborative process.
7) Mentoring sessions and exchange of knowledge
The TRACIS method promotes mentoring between students of different experience levels. More experienced students mentor their less advanced peers, offering guidance and support as they learn the fundamentals of the game. These interactions not only reinforce the knowledge of the mentors, but also generate a sense of responsibility and commitment to the learning of others. In addition, younger students benefit from the experience of their peers and develop a sense of community and mutual support.
8) Creation of chess problems and design of positions
We encourage students to create their own chess problems or design creative positions on the boards. This activity not only stimulates creativity and divergent thinking, but also encourages students to collaborate in new learning situations. This experience of experimentation and innovation helps students develop a greater sense of autonomy and ownership over their learning.
9) Use of multimedia resources and online communities
We use multimedia resources to diversify learning and provide a richer and more accessible educational experience. These include instructional videos or online platforms such as lichess.org. In addition we have created online spaces, such as the “FEM XARXA TOTS SUMEM” site, where teachers and students can share successes, discuss and exchange knowledge and experiences. This online community encourages continued learning and interaction among all participants, extending the impact of chess activities beyond the classroom.
10) Participation in chess events and competitions
We organize trips to local chess tournaments and other events related to the game. These experiences outside of the school setting allow students to connect with a wider community of chess enthusiasts and participate in a real-world competitive environment. These outings not only motivate students to improve their skills. They allow students to build relationships with other young people who share their passion for the game.
The Transformative Impact of the TRACIS as an Educational Chess Best Practice
TRACIS activities are designed not only to teach chess as an isolated skill. They are designed to integrate chess practice within a complete educational model that encourages the integral development of students. Through regularity and consistency in chess practice, constant interaction, and teamwork, students experience significant improvement not only in their academic skills, but in their social and emotional skills.
Thus chess becomes a powerful tool for learning. It provides a rich and transformative educational experience that transcends the board. Learning not only becomes a social and collaborative experience, but one based on critical reflection, a key element for the comprehensive development of students.
When offered with the right rigor and frequency, chess becomes a powerful tool for cognitive development, promoting critical thinking and improving students’ social skills. Countries where chess is part of the school curriculum have already demonstrated the benefits of this ancient game. One example is the recognition of complex patterns, which translates into excellent results in mathematics and science. This is the direction in which we must walk if we want to provide our students with a comprehensive and transformative education.
[More about TRACIS]
About the Author
Ramón Pérez Rodríguez, Degree in Primary Education from the University of Girona and in Psychopedagogy from the Open University of Catalonia. Coordinator and teacher of the Educational Chess Program during school hours “EduEscacs” and the Teaching and Learning Method of Educational and Social Chess “TRACIS” applied to FEDAC Schools in Catalonia. Educational chess trainer for teachers and professors of the Department of Education of the Generalitat de Catalunya from the School Chess Project. Member of the Chess and Educational Research Observatory of the University of Girona. Website coordinator: eduescacs.cat
