DIGITALIZATION OF THE TRAINING SYSTEM IN CHESS

Abstract

Aim. This study aims to establish priority objectives, means, methods, and evaluation criteria for transforming the chess training system. Materials and methods. The experiment was conducted in the group of 268 chess students from the Russian State Social University aged from 17 to 22 years. The variable factor of the experiment was the digitalization of the chess training system. The study was conducted on the premises of the International Centre of Chess Education by using internet portals and technological platforms. Evaluation criteria were based on the tests for the development of tactical and technical chess mastery (I. Mikhaylova, 2002; М. Blokh, 1996). The integrated control of psychophysical activity among chess students was carried out using the following psychodiagnostic methods: dynamics of spatial and operative thinking, operative memory, attention, and evaluative abilities (R. Katzman, 1993; Y. Simkin, 1994). Statistical analysis was performed with the mean value method and factor analysis. Results. During the first part of the experiment at the stage of performance enhancement, 22 out of 62 chess players reached the highest chess mastery, 7 chess players won the titles of Olympic, World, or European champions. During the second part of the experiment at the stage of initial training, 82 % of chess players from the experimental group achieved the level of sports specialization with the results higher than those of the control group: up to 16.4 % more in strategic thinking, up to 35.6 % more in the tactical component, up to 15.4 % more in the ability to focus attention, up to 10.8 % more in operative thinking, up to 11.9 % more in operative memory, up to 18.8 % more in eva-luative ability, up to 9 % more in the motor density of training. Conclusion. Digitalization is becoming a determinant of the chess training system, as well as an intensive productive and social trend in the development of chess.