Mentoring Children through Chess Training Enhances Cognitive Functions

Abstract

Chess is an excellent tool for mentoring children. The present study analyzes the impact of the frequency of chess training on increases in the IQ of children. The frequency of chess training refers to the time the chess coach spends with the child and hence translates into a mentoring component. In the chess training program, the child is mentored as the chess coach works closely with the child. Two chess training programs are compared in the study—chess in schools (once a week) and chess in academy (biweekly). The chess-in-academy program had a higher level of mentoring than the chess in schools program. IQs of 61 children studying in chess academy were compared with IQs of 25 children studying chess in school. Pre- and post-chess-training IQs were assessed using Binet–Kamat Test of Intelligence. Statistical analyses were carried out. Significant IQ gains were observed in both programs, resulting in a 9-point average IQ increase in the biweekly program compared to a marginal 4-point average IQ gain in chess in the schools program. This higher impact on IQ could be attributed to the strong mentoring relationship in the biweekly program.