Análisis observacional de los movimientos ilegales en la iniciación al ajedrez:

identificando dificultades en el entendimiento del juego

Authors

DOI: https://doi.org/10.6018/cpd.370871
Keywords: metodología observacional, ajedrez, movimientos ilegales, iniciación

Abstract

Within the observational methodology, and based on a detailed analysis of FIDE laws of Chess, an observation system has been developed ad hoc for analyzing the illegal moves that children commit in chess. The reliability of the resulting data was confirmed by analysis of interobserver agreement, using Cohen’s kappa statistic. The results of the generalizability study confirmed the generalizability of results and the validity of the observation instrument. A Lag Sequential Analysis was performed to identify significant associations between categorical variables in each of the seven types of illegal movements characterized (castling, pinned, king to threatened square, incorrect movement of piece, promotion, occupation, do not remove check). The results obtained in the analysis of illegal movements, reveal the difficulties that the child finds in the understanding and practice of chess.

Downloads

Download data is not yet available.

Author Biography

Daniel Lapresa Ajamil, Universidad de La Rioja

Departamento de Ciencias de la Educación

References

Aciego, R., García, L. y Betancort, M. (2012). The benefits of chess for the intellectual and social-emotional enrichment in schoolchildren. The Spanish Journal of Psychology, 15(2), 551-559. http://dx.doi.org/10.5209/rev_SJOP.2012.v15.n2.38866

Allison, P.D. y Liker, J.K. (1982). Analyzing sequential categorical data on dyadic interaction: A comment on Gottman. Psychological Bulletin, 93, 393-403. http://dx.doi.org/10.1037/0033-2909.91.2.393

Álvarez, R. (2007). Estadística aplicada a las Ciencias de la Salud. Madrid: Ediciones Díaz de Santos.

Anguera, M.T. (1979). Observational Typology. Quality & Quantity. European-American Journal of Methodology, 13(6), 449-484.

Anguera, M.T. y Hernández-Mendo, A. (2015). Técnicas de análisis en estudios observacionales en ciencias del deporte. Cuadernos de Psicología del Deporte, 15(1), 13-30.

Anguera, M.T., Blanco-Villaseñor, A., Hernández-Mendo, A. y Losada, J.L. (2011). Diseños observacionales: Ajuste y aplicación en psicología del deporte. Cuadernos de Psicología del Deporte, 11(2), 63-76.

Anguera, M.T., Magnusson, M.S. y Jonsson, G.K. (2007). Instrumentos no estandar: planteamiento, desarrollo y posibilidades. Avances en medición, 5, 63-82.

Anguera, M.T., Portell, M., Chacón-Moscoso, S. y Sanduvete-Chaves, S. (2018). Indirect observation in everyday contexts: Concepts and methodological guidelines within a mixed methods framework. Frontiers in Psychology, 9:13. http://dx.doi.org/10.3389/fpsyg.2018.00013

Arana, J., Lapresa, D., Anguera, M.T. y Garzón, B. (2016). Ad hoc procedure for optimising agreement between observational records. Anales de Psicología, 32(2), 589-595. http://dx.doi.org/10.6018/analesps.32.2.213551

Bakeman, R. (1978). Untangling streams of behavior: sequential analysis of observation data. En G.P. Sackett (Ed.) Observing Behaviour, Vol. II: Data Collection and Analysis Methods (pp. 63-78). Baltimore: University Park Press.

Bakeman, R. y Quera, V. (1995). Analyzing interaction: Sequential analysis with SDIS and GSEQ. Cambridge: Cambridge University Press.

Bakeman, R. y Quera, V. (2011). Sequential analysis and observational methods for the behavioral sciences. Cambridge: Cambridge University Press.

Barrett, D.C. y Fish, W.W. (2011). Our Move: Using Chess to Improve Math Achievement for Students Who Receive Special Education Services. International Journal of Special Education, 26(3), 181-193.

Beliavsky, A. (2006). Práctica moderna de finales. Madrid: Tutor.

Berger, K.S. (2007). Psicología del desarrollo: infancia y adolescencia. Ed. Médica Panamericana.

Bilalić, M., McLeod, P. y Gobet, F. (2007). Does chess need intelligence? A study with young chess players. Intelligence, 35(5), 457-470. http://dx.doi.org/10.1016/j.intell.2006.09.005

Blanco Villaseñor, A. y Escolano Pérez, E. (2017). Observational data analysis using generalizability theory and general and mixed linear models: an empirical study of infant learning and development. Anales de Psicología, 33(3), 450-460. http://dx.doi.org/10.6018/analesps.33.3.271021

Blanco-Villaseñor, A., Castellano, J., Hernández-Mendo, A., Sánchez-López, C.R. y Usabaiaga, O. (2014). Aplicación de la TG en el deporte para el estudio de la fiabilidad, validez y estimación de la muestra. Revista de Psicología del Deporte, 23(1), 131-137.

Blanco-Villaseñor, A., Sastre, S. y Escolano, E. (2010). Desarrollo ejecutivo temprano y Teoría de la Generalizabilidad: bebés típicos y prematuros. Psicothema, 22(2), 52-55.

Christiaen, J. y Verholfstadt, D. C. (1978). Chess and cognitive development. Nederlandse Tydschrift voorde Psychologie en haar Grensegebieten, 36, 561–582.

Cohen, D. (2012). How the child's mind develops. New York: Routledge.

Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37-46. http://dx.doi.org/10.1177/001316446002000104

Cronbach, L.J., Gleser, G.C., Nanda, H. y Rajaratnam, N. (1972). The dependability of behavioral measurements: Theory of generalizability for scores and profiles. New York: Jhon Wiley and Sons.

Gabin, B., Camerino, O., Anguera, M. T. y Castañer, M. (2012). Lince: multiplatform sport analysis software. Procedia-Social and Behavioral Sciences, 46, 4692-4694. http://dx.doi.org/10.1016/j.sbspro.2012.06.320

García-García, O., Hernández-Mendo, A., Serrano, V. y Morales-Sánchez, V. (2013). Aplicación de la teoría generalizabilidad a un análisis de tensiomiografía en ciclistas profesionales de ruta. Revista de Psicología del Deporte, 22(1), 53-60.

Gobet, F., de Voogt, A. y Retschitzki, J. (2004). Moves in Mind: The Psychology of Board Games. New York, NY: Psychology Press.

Gobet, F. y Campitelli, G. (2006). Education and chess: a critical review. In T. Redman (ed.), Chess and Education: Selected Essays from the Koltanowski Conference (pp. 124-143). Dallas: Chess Program at the University of Texas.

Hong, S. y Bart, W. (2007). Cognitive effects of chess instruction on students at risk for academic failure. The International Journal of Special Education, 22, 89-96.

Kazemi, F., Yektayar, M. y Abad, A.M.B. (2012). Investigation of the impact of chess play on developing meta-cognitive ability and math problem-solving power of students at different levels of education. Procedia-Social and Behavioral Sciences, 32, 372-379. http://dx.doi.org/10.1016/j.sbspro.2012.01.056

Landis, J.R. y Koch, G.G. (1977). The measurement of observer agreement for categorical data. Biometrics, 159-174. http://dx.doi.org/10.2307/2529310

Ramos, F.J., Hernández-Mendo, A., Pastrana, J.L. y Blanco-Villaseñor, A. (2012). SAGT: Software para la Aplicación de la Teoría de la Generalizabilidad. Proyecto fin de carrera para la titulación: Ingeniería Técnica en Informática de Gestión de la Escuela Técnica Superior de Ingeniería Informática. Universidad de Málaga, España.

Sánchez-Algarra, P. y Anguera, M.T. (2013). Qualitative/quantitative integration in the inductive observational study of interactive behaviour: Impact of recording and coding predominating perspectives. Quality & Quantity. International Journal of Methodology, 47(2), 1237-1257.

Scholz, M., Niesch, H., Steffen, O., Ernst, B., Loeffler, M., Witruk, E. y Schwarz, H. (2008). Impact of Chess Training on Mathematics Performance and Concentration Ability of Children with Learning Disabilities. International Journal of Special Education, 23(3), 138-148.

Smith, J.P. y Cage, B.N. (2000). The Effects of Chess Instruction on the Mathematics Achievement of Southern, Rural, Black Secondary Students. Research in the Schools, 7(1), 19-26.

Soler, C., Pérez, J. y Renaldo, R. (2014). Los 7 colores del Ajedrez Educativo. Madrid: Elsevier.

Storey, K. (2000). Teaching beginning chess skills to students with disabilities. Preventing School Failure: Alternative Education for Children and Youth, 44(2), 45-49. http://dx.doi.org/10.1080/10459880009599782

Tarrago, R., Iglesias, X., Lapresa, D., Anguera, M.T., Ruiz-Sanchís, L. y Arana, J. (2017). Analysis of diachronic relationships in successful and unsuccessful behaviors by world fencing champions using three complementary techniques. Anales de Psicología, 33(3), 471-485. http://dx.doi.org/10.6018/analesps.33.3.271041

Trinchero, R. (2013). Can Chess Training Improve Pisa Scores in Mathematics? An Experiment in Italian Primary School. Paris: Kasparov Chess Foundation Europe.

Waters, A.J., Gobet, F. y Leyden, G. (2002). Visuospatial abilities of chess players. British Journal of Psychology, 93(4), 557-565. http://dx.doi.org/10.1348/000712602761381402

Published
12-09-2019
How to Cite
Lapresa Ajamil, D., Miranda, J., Arana, J., Iza, A., & Anguera, M. T. (2019). Análisis observacional de los movimientos ilegales en la iniciación al ajedrez:: identificando dificultades en el entendimiento del juego. Sport Psychology Notebooks, 19(3), 90–101. https://doi.org/10.6018/cpd.370871
Issue
Section
Psicología del Deporte

Most read articles by the same author(s)