Frequently asked questions

For as long as possible. The ability to solve tasks says little about playing skills. Pupils can think about taking the next step when they regularly apply what they have learned in their games. Children who do not capture their opponents' unprotected pieces in their games are not ready for Step 2 yet. The Step 1 Manual states the following: "The elementary learning seems simple, and some teachers manage to work through the first step in three months. However, there are better approaches. Essential chess techniques such as mating require more time to learn. It is better to set aside at least a year for the first step in order to properly master the basic skills (though there will always be exceptions). The 'lost' time will be made up later with ease."

The Step 1 Plus Workbook is an excellent way to improve pupils' skills. Pupils get better at chess, which increases the chances of them becoming long-term members.

More and more chess players are switching to solving tasks on a screen. This is not only a limited way of training in chess, but it also has disadvantages (see the manuals). I will highlight two objections.

On a computer, the student sees the position on the screen after each move. This means there is less need to hold the positions in working memory after one or more moves. This skill is indispensable for thinking ahead, which is important for improving at chess, and must be practised more. This process starts in step 1, and the consequence, especially if the variants involve more moves, is highly questionable.

Step 2 involves a skill that is 'automatically' practised when solving on paper but less so with a computer. This involves finding and looking at the answer to the planned move. That involves more moves. The computer's countermove is just one, and it comes automatically. There is no need to consider alternatives. Superficiality triumphs because real thinking is less necessary.