Ajedrez y TDAH, a Spanish project that develops chess as an educational intervention for children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), has been voted as the clear winner of the Best Social Chess Project competition by the attendees of the Chess and Society conference. Project leader Luis Blasco de la Cruz has received the award and £500 from Malcolm Pein, CEO of Chess in Schools and Communities (CSC).
Ajedrez y TDAH is linked to Universidad Europea Madrid, the Hospital General de Collado Villalba, the ADHD Organisations APDE SIERRA, CADE and Fundación Activa as well as the Erasmus Plus-sponsored CASTLE project. 64 Villalba Chess Club is developing the program and Madrid Chess Academy is training teachers and giving the option to carry the Project to another places outside Madrid.Luis is working on a manual for teachers and is available to train teachers in Spanish or English as well as to consult on adding and adapting a module on ADHD to teacher training programmes abroad.
The competition was part of the first Social Chess Entrepreneurship Bootcamp that was held before and during the conference thanks to grants by the European Chess Union and CSC. Social chess entrepreneurs from nine countries heard lectures and took part in workshops.
The trainers were Johanna Valentin on business plan, Mike Truran on project proposals and pitching, Bob Kane on sponsoring and sponsor relations, Gabriel Fernandez Bobadilla on capital management, John Adams on (social) return on investment and Andrea Schmidbauer on social media marketing. Bob, Johanna and Mike were also jurors and heard the participants´ project presentations. As they found all projects valuable and promising, the jurors had a hard job to pick three finalists to present to the conference audience. The bootcamp participants gave each other feedback and helped the finalists to polish the versions that were finally delivered.
It is hoped that the experience and initial interest from additional sponsors will lead to a repetition at the London Chess Conference 2016.
What can you do when you hear that asylum seekers have come to the old prison in your town and besides their worries they are also bored? You gather old chess sets from everywhere and you ask your chess club members to donate a new chessboard. That is what happened to Niels van der Mark in Doetinchem in the Netherlands a year ago.
Now, one year later they play weekly in the centre and meet a lot of refugees. Most of the time they exchange only a few words of English. But they play chess the whole afternoon, shake hands and sometimes hug and that’s good. The refugees that come to Doetinchem, a small town near the German border and stay there for about 6-8 weeks. During they stay they learn whether they can stay (most of the time for 5 years) or have to leave. Although they know they know they can stay safely for period of when they come from the civil war in Syria, they are naturally worried about the process. Somehow playing a game of chess eases there mind. It provides a distraction from thinking about their relatives who may also be on the run if they haven’t managed to escape from Syria. On the chessboard they are solving other problems on the chessboard that they have a chance to solve.
During their stay in Doetinchem, the club offers asylum seekers free membership. The club is one way to help them to get into Dutch culture and customs. The club made a business card with its address and a QR-code they can scan which opens Google Maps and the route to the playing location. The card is issued if they would like to play a serious game of chess.
Another way they have found to stay in touch is through Chess.com. Niels invites the asylum seekers to create an account so they can play online once they have left for another centre for. Besides playing chess they can still stay in touch.In this way, Niels kept in touch with Mohammed and learned that he wanted to start a chess club in the centre where he was staying. Niels organised ten boards and pieces and brought it to him. And so he started a chess club in the centre at Deventer.
Social applications of chess are often pioneered and developed by individuals. There is a growing spirit of social enterprise in chess and a need to professionalise. Chess in Schools and Communities and the European Chess Union (ECU) have joined forces to call the first Social Chess Entrepreneurship Bootcamp during the Chess and Society Conference.
The selected participants are:
Radislav Atanassov (Bulgaria)
Luis Blasco de la Cruz (Spain)
Kevin Cripe (USA)
Tal Granite (Canada)
Balazs Kecskemeti (UK)
Monika Korenova (Czech Republic)
Patrick Reinwald (Austria)
Erzsebet Sarlos (Hungary)
Hedinn Steingrimsson (Iceland)
Marisa van der Merwe (South Africa)
Kajetan Wandowicz (UK)
The Bootcamp includes lectures and workshops on topics such as Business Plan, Finance and Fundraising and Social Media Marketing as well as a competition. An expert jury will hear the project proposals and preselect the finalists. The conference audience will then vote the best social chess project.
In the Roma culture children are usually removed from school at an early age before they reach secondary school. They may have a basic grasp of numeracy and literacy but they do not benefit from the wider educational opportunities. The children who stay at home with unemployed parents in impoverished conditions have limited chances in life. This is a particularly serious issue in Eastern Europe where there is a significant proportion of the populartion who are Roma.
A project in Hungary is trying to address this problem. The Ministry of Education has selected the Chess and Logic programme developed by Erzsabet Sarlos and her team to make school lessons more interesting. They have found that when children play chess at school, their motivation to remain at school increases. The effect is greatest when children are introduced to games-based learning from the age of 6 or 7.
The mayor of a Roma town is leading the introduction of the programme in the local school. Teachers do not need to be a chess player or a logician. The teachers undergo a well-designed 60-hour training course and are provided with the classroom materials. The programme is in its early stage but they have noticed improvement in the behaviour of the children. There is a high incidence of fighting among the community as a way to resolve differences. Chess teachers emphasise the need to respect one’s opponent and to accept defeat in good spirit. The morality of chess may be more important than the logic.