Impact of Playing Chess on Cognitive Skills in Schools Under Chess Association of Ampara District, Sri Lanka

Sakeer, Ahamed; Selliah, Joniton

doi:10.46827/ejpe.v9i1.4479

Cited by 1 publication

(3 citation statements)

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“…Chess is a very popular intellectual nongambling game due to its proven benefits for: i) the development of logical thinking (that is of great importance for elementary school children possessing poorly developed logics [25,26]) and emotional-volitional sphere; ii) fostering team collaboration and friendship-building among children; iii) and furthermore, chess can serve as an interesting hobby, as well as a strong protective factor against stress [4][5][6]44]. Also, many studies showed that playing chess positively correlates with children's academic performance at school [7,8,45].…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, despite the large number of available academic papers investigating the impact of chess on the cognitive abilities of children, youth and adults [4][5][6]44], little is known of the role of physical exercises on intellectual functions of young chess players. In turn, a study of the cognitive functions of video game players by Sanz-Matesanz M. and co-authors showed that the athletes usually have good physical activity, but it was difficult to establish its effect on in-game performance et al,48].…”

Section: Discussionmentioning

confidence: 99%

“…Ключові слова: шахи, діти, когнітивні здібності, фізичні вправи, психофізіологічні функції Introduction Among all intellectual non-gambling games, chess is one of the most popular due to its simple rules and aesthetic enjoyment of the game (as evidenced by the wide global community of chess fans), as well as the opportunity to participate in international championships and receive rewards [1]. As a rule, children learn to play chess at school age (moreover, chess is included to the school curriculum in Armenia [2,3]), because many studies have shown the benefits of chess for the development of cognitive abilities [4], including memory and attention [5], academic performance [6,7], including math grades [8], and logical thinking [4,9] of children. Professional chess players have excellent short-term memory, high IQ and processing speed [10], high physical strength, strength of will and endurance [11].…”

Section: висновкиmentioning

confidence: 99%

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Physical exercises improve cognitive abilities of 7-8 years old chess club’s students

Vus,

Kozina,

Sobko

et al. 2023

HSTRPT

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Background and purpose Many studies show the positive impact of playing chess on the cognitive abilities, motor skills and psychophysiological characteristics of people. On the other hand, physical exercises are of great importance for the progress of kids’ cognitive features. In view of this, our study was aimed at determining the effect of physical exercises on cognitive abilities and psychophysiological functions of young chess players. Material and methods 20 students (7-8 years old) of two different Ukrainian chess schools took part in the study. All of them attended chess lessons, but those from the experimental group (group E, 10 children) also did a set of general and special physical exercises during chess lectures, as compared to the kids from the control group (group K, 10 children). To monitor work efficiency and the speed of switching attention, an online platform, containing Schulte test and a test for determining the reaction time of choosing a point in space ("Ermakov test"), respectively, was employed. Results of the tests were compared using the independent-samples T-test. Results Statistically significant improvements in the values of the work efficiency and the average working time on the third Schulte table were revealed in the groups K and E after two months. The increase in the speed of switching attention was also statistically significant in both groups, however, in the group K this was observed only for the result of the first attempt of "Ermakov test", while in the group E - to the results of the first, the third attempts and average of three attempts. Overall, our data revealed an increase in the cognitive abilities of younger schoolchildren, who did physical exercises during chess classes, compared to those chess school students, who only solved chess problems, played chess and listened to chess lectures. Surprisingly, there was no statistically significant increase in the results of "Ermakov test" in group E compared to group K after two months. Conclusions The novelty of the results is as follows: i) work efficiency (according to the Schulte test) in the experimental group showed a statistically significant improvement, indicating the important role of physical exercises for the cognitive development of young chess players; ii) in turn, the increase in speed of switching attention (by "Ermakov test") of the children seemed to be independent on the physical training in the short-term period; iii) both the metacognitive approach for teaching chess, as well as regular physical training during chess lessons should result in the cognitive, psychophysiological development and, as consequence, in the improvement in chess performance of the young athletes.

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