Workbooks
The workbooks are the most visible part of the Steps method and unfortunately for many the only part they get acquainted with. Distressing is the content of a telephone conversation with a grandmother who told that her grandson was very fond of chess. She had even bought the manual to see for herself how it works. "I can tell you, sir, that the lessons of my grandchild look entirely different. He gets a workbook with the instruction: solve page 24. Then the teacher opens the door and keeps talking to one of his colleagues. At the end of the lesson he collects the workbooks. A week later, it appears that the errors are underlined but nothing is explained. The assignments that have not been done remain that way."
Workbooks (with reminders and exercises) are used to learn how to play better chess. Solving the exercises unthinkingly is certainly not the goal. The Manual Step 2 contains a list of useful aspects of solving the exercises. The process (orientation, what do I know, what are my options, etc.) is at least as important as the product (the correct solution). In the case of an error, feedback is necessary.
For many teachers, the number of exercises in the basic workbooks is enough. Everyone must make their own choices. However, we want children to learn to play chess as well as possible, so an approach with more workbooks is recommended. Don't see this as a marketing story to sell more books — just look at the results of trainers who work this way. A good example is Boris Friesen (co-author of the Thinking ahead books) who trains in this way (and additionally uses some extra material). Yichen Han is one of his pupils (born in 2007). At the end of 2014 his youth rating was slightly above 1000. One and a half years later it was 1772. Why? He started slowly but mastered all the basic skills really well, and then his rating rose faster and faster.
In general terms it goes like this:
- Teach new knowledge, practise it in the workbook and by playing (in mini-games or normal games) so that the new skills are automated.
- Teach new knowledge: same procedure, and deepen the previous knowledge to gradually book full automation of all skills (with some subjects this can take a while).
Many subjects offer the possibility to master previously acquired skills further. Knowledge that has been automated is ready to use from long-term memory, which makes it easy for working memory to save enough space to think. As we rush through the steps at high speed it avenges itself: too few things go 'automatically'. Working memory becomes overloaded, and that often results in missing some elementary things — visible in the games of students who overlook the simplest combinations, both their possibilities and those of the opponent.
Solving the exercises correctly is not an indication of playing strength. After solving a page in the workbook on a given subject one only has a general notion of the concept, which is not enough to use it correctly in 'new' situations such as mixed exercises or one's own games. A lot more needs to be done. If nothing happens, the level of knowledge and the skill level grow too far apart and sooner or later this leads to stagnation.
In the manuals, in addition to instruction, practice and playing games, it is also recommended to discuss the games with the pupils. That is the right moment to point out what went well and what should be practised further. The result: increased playing strength. Unfortunately, discussing games happens far too little.
In short: more workbooks! Is it useful to solve many exercises? In her column on Chesscafe Susan Polgar gives the following suggestion how the beginner should play better chess: "One of the first things I suggest you do is study middlegame tactics and endgame techniques. There are many tactical puzzle books that you can learn from. I would say you can start with 10–20 puzzles daily. As you get better and more efficient, you can increase to maybe 30–40 puzzles daily."
Thanks to these additional workbooks, students can continue practising at more or less the same level and thus spend longer going through a Step. The level of difficulty increases slightly, so that the exercises continue to be challenging.
For each Step there are 2 (Step 6), 4 or 5 workbooks.
Basic workbooks
These books are essential because they contain the basic teaching material vital to develop the necessary skills. Practice shows that to proceed to the next Step, playing experience is indispensable (during this period the Extra and Plus books come in handy). The verbal instruction given by the trainer is briefly summarised for the students by means of reminders, included in the workbook (on average 10 per book).
Extra workbooks
A workbook with just one reminder and otherwise only exercises. In the first half there are only exercises on the same subjects as in the 'steps'. They are useful as extra practice and as repetition. In the second part all exercises are mixed. The subject is not indicated, so they resemble positions from a real chess game. In the basic step books there are too few exercises of this kind due to lack of space. All six Step extra workbooks have been published.
Plus workbook
This book contains:
- New subjects
- Subjects that received too little attention in the 'ordinary' books due to lack of space
- Broadening of important subjects
- Subjects from a previous step at a higher level
Plus workbooks for Step 1 to Step 5 are available.
Thinking ahead
Step 2 and Step 3 thinking-ahead workbooks are available.
Mix workbook
The best way to become stronger is to improve your game by avoiding errors. It is much more effective than learning new things and studying openings (please note: that should also be done, but has no priority when more elementary skills and knowledge are still insufficient). The recommendation in the manuals is to discuss the games with the pupils. That gives important information. What skills are still at a low level? First, which shortcomings should be eliminated or at least worked on? The trainer is the best person to analyse the games together with their students, but eventually the chess player will have to take that on themselves.
Although the mix-exercises cannot replace the trainer, they can help spot the errors that need to be worked on. The answers indicate the theme of the tasks. If it turns out that the same kind of mistakes are being made frequently, it would be wise to repeat that theme.
The plus workbooks have no mix exercises and that is now compensated with the mix workbooks. If you solve 80% of the exercises correctly, then you have really mastered the Step (1), (2), 3, 4 or 5 level. That is the ultimate test.