STAPPENMETHODE.

NL
https://www.stappenmethode.nl/en/step1.php

Step 1
In the first step all the rules of the chess game are introduced. Furthermore, much attention is
paid to developing of the basic skills, necessary to play chess.
Comparing with other books for beginners the step-by-step method introduces an unique
sequence of the teaching material. Learning how to mate is postponed as long as possible. This
sounds astonishing and even incredible but up till now, practice has shown that this approach
works perfectly. Children learn to play chess very well, for sure if they get enough time in
between to play and practice.
The 'first Step' consists of a manual for the trainer and workbooks for the students: Step 1, Step
1 extra, Step 1 plus and Step 1 mix. There are special books available for children from 6 till
about 9 years old: the Stepping stones.
• Manual for chess trainers Step 1
• Workbook Step 1
• Workbook Step 1 extra
• Workbook Step 1 plus
• Workbook Step 1 mix
• Stepping stones 1 and 2
Download excerpts of each book: Samples

Manual for chess trainers Step 1

 Manual for
chess trainers
Step 1
4th edition 2018
224 pages
with drawings
The manual is a great support for the trainer, even if he is an experienced one. Ready made
lessons, hints how to use the workbooks, how to give assistance, and so on. Almost everything
is to be found there.
Contents:
Introductions:
o How children learn to play chess
o Organisation
o Motivation
o Teaching
o Who should teach chess?
o Sequence of teaching material
o Asking questions
o Giving assistance
o The workbooks
o Playing
o Running groups
o Certificates
The first Step is divided in 15 lessons.
1: Board and pieces
2: Moves of the pieces
3: Attacking and capturing
4: The pawn
5: Defending
6: Check and getting out of check
7: Mate (1)
8: Mate (2)
9: Castling
10: Profitable exchange
11: Twofold attack
12: Draw
13: Mating with the queen
14: Taking 'en passant'
15: The notation
Step 1 plus
The themes in the Plus section concentrate very much on the improving of board vision. The
material is to a great extent familiar, though there is an important extra: students are asked to
choose between two different options. That is true for the lessons "Winning material",
"Defending" (defending is also dealt with in two other lessons) and "Board vision". We come up
against the spatial aspect, which is still a difficult topic for this Step, in the lessons on mate and
draws. We go into both of these concepts in more depth and we set different types of exercise.
When a concept is difficult, and "mate" is certainly that, it helps to do a lot of varied practice. In
Step 1 the student really has to think, otherwise he won't succeed. He really has to get into
things. We deal with all the themes in eight Plus lessons. Some of these can be short. The main
thing is that the students are able to solve the exercises correctly. For that reason we do not
recommend to skip the instruction.
1: Winning material
2: Defending
3: Mate
4: Board vision
5: Defending against mate
6: Draws
7: Creating mate
8: The passed pawn

Stepping stones
In a long chapter we pay attention to teaching young children and how to deal with the 2
Stepping stones. The workbooks "Stepping stones 1 and 2" are designed in the first place for
children between the ages of six and nine.
o What changes have we made compared to that Step 1 workbook?
o Children between six and nine
o Perception
o The seating arrangement in front of the demonstration board
o Teaching aids
o How to work with the children
o Language
o Typical features
The lessons from Step 1 at the start of the introduction are our starting point. In this chapter,
suggestions are made for every "lesson" as to how to work with different age groups. The
trainer or parent must decide for himself or herself which is the best way to proceed for the
group or for any individual.
Use the drawings in the work books to help you with your explanations. In many cases they
make it easier to understand a concept.
A "lesson" (= chapter) must be considered as a whole. But of course a lesson should not be
rattled through in a single lesson (= hour's teaching)!
 Workbook Step 1

Step 1
7th edition 2017
56 pages
with drawings
In addition to the exercises there are reminders in the workbook. These are short recapitulations
of the lessons in the manual for the pupils.
There are 13 reminders.
o The board
o Moves of the pieces
o Attacking and capturing
o The pawn
o Defending
o Check and getting out of check
o Mate
o Castling
o Exchange and profitable exchange
o Twofold attack
o Draw
o The pawn (2)
o The notation
On the remaining 42 pages there are always 12 positions a page. That means a total number of
42x12-18 (the drawings) = 486 positions.
Have a try? Mate in one
The issues of the exercises are the same as in the manual.
See Manual for chess trainers.
 Workbook Step 1 extra

Step 1 extra
3 edition 2017
rd

56 pages
with drawings
Read more about the Extra books in info.
The extra workbook is full of exercises. The reminder can be downloaded Step 1 extra .
The first 44 pages of the workbook contain the assignments with the same subjects as in the
basic workbook of Step 1. These are not only useful as extra exercise but also as a repetition.
o capture an unprotected piece
o defending (moving away, protecting, capturing, interposing)
o getting out of check
o mate in one
o creating mate
o castling
o profitable exchange
o twofold attack
o winning material: mix
o defending: mix
The last 12 pages are mixed tasks without a theme indication. That means that there is no hint
as to the theme of the exercise, with the result that they are more like a real game. Solving
exercises of this sort is difficult for those on Step 1. Fortunately the subjects of the exercises are
restricted to themes dealt with in Step 1: winning material, delivering mate in one and defending.
That was just about everything. For every task the student should go through and tick off the
three questions on this list:
- Can I win material?
- Can I deliver mate?
- Is one of my pieces in danger?
You will find the answers to the exercises on the website: download
Workbook Step 1 plus

Step 1 plus
3 edition 2017
rd

56 pages
with drawings
Read more about the plus books in general in the info.
Why is Workbook Step 1 plus important?
Almost all the students are not yet able to play chess well enough even after finishing the
workbook accompanying Step 1. In every game pieces are still being given away and pieces
which have been left en prise by the opponent are not always being taken. They do not yet have
a sufficiently good overview of what is happening on the board, i.e. they do not yet see all the
possible attacking and defensive options. We must tackle this vision as our top priority, or else it
will remain a serious weakness for longer than necessary. We should not deal with new material
before the children have mastered the basics to a great enough degree. Watch carefully to be
sure that they apply in their own games what they have learnt from the lessons and the
exercises. Should a child not spot immediately that one of the pieces is hanging, then it makes
little sense to want to teach him to look for the double attack (Step 2) in his own games. If,
during a game, someone is obliged to look carefully to see if a piece is en prise, then that
person will certainly not spot that on the next move two pieces will be in danger! The best
method for the improvement of children's board vision is to let them play games. It is helpful to
remember that every child will require a different amount of time to master every phase (as
defined in the introduction in the manual "How children learn to play chess"). One child may
need to play 300 games, another one perhaps 1000. Of course, solving exercises also develops
this overview of the board.
The contents of the Workbook Step 1 plus:
More or less new topics:
o Mate in one (discovered check, X-ray protection)
o Protecting (X-ray protection)
o Route planners Give check, go to the right square, trapping, capture all pieces (excellent
exercises to improve the board vision)
o passed pawn
Try one! Endgame / The passed pawn: A
o Defending against mate
o Defending against a passed pawn
Elaborating the already introduced material:
o Defending
Different forms of protecting and moving away.
o Draws
Stalemate danger! Preventing and lifting the stalemate
o Mate in 1
Different forms of indirect protecting
o Creating mate
Different forms
o Defending against mate
Winning material
You can find plus lessons in the manual of Step 1.

Workbook Step 1 mix

Step 1 mix
1 edition 2017
st

64 pages
with drawings
Read more about the mix books in info.
In the mix workbook are 61 pages with exercises, which means as many as 61x12=732-9
(drawings e.o) = 723 puzzles.
The theme's are known from Step 1 and Step 1 plus. A workbook containing exercises with one
‘simple’ assignment: play the best move. Just like in a real game, you do not know whether you
can win or whether you have to defend. First, look at what’s going on? Can you give mate? Is
winning material possible? Is there a piece in danger? In short, all kinds of stuff.
Two kinds of puzzles are different: on each page you will find a multiple choice question and a
position with a line below the diagram. Only on the last 8 pages there is an indication of the
theme: 2 pages with mate and 2 pages with defending. Why an indication of the theme? The
puzzles are really a challenge.

Stepping stones 1 and 2

Stepping stones 1
3nd edition 2016
56 pages
with drawings

Stepping stones 2
3rd edition 2016
56 pages
with drawings
Workbook Step 1 is often used with very young children. It is possible but not ideal. It is not
surprising since the step-by-step method was developed in 1987 for children from the age of 9
on.
The tendency is that children learn to play chess younger and younger. For children at the age
of 5/6 years old approximately, two special workbooks appeared where the exercises are
adapted to this age group.
Naturally, the contents of these workbooks overlap partially the 'usual' Step 1. Part one of
Stepping stones corresponds to lesson 1 up till 6 in the manual, part two begins with mate.
(See Manual for chess trainers)
What are the differences with the usual workbook Step 1?
o Larger diagrams
o 6 diagrams a page
o Almost no text
o No reminders
o Easy exercises
o Different kind of puzzles
o Notation not necessary
o Some topics are split
o Eddy Sibbing as co-author
Instructors (frequently parents as well) have to rely on the Manual of Step 1. A chapter is
devoted on teaching chess to very young children. Furthermore, it will contain information how
to deal with each page of the workbook and what are the expected difficulties.
The answers of both workbooks can be downloaded.

Chess Tutor

The Chess Tutor is a Windows program for the learning of chess, based on the Step method by
Brunia/van Wijgerden. It brings a new dimension to the learning of chess: it has solid
pedagogical foundations, it is effective and fun. It constitutes the ideal starting point for children
(8 years and older) and adults of all ages, a fact which has already been confirmed many
thousands of times.
The Chess Tutor runs on all computers with Windows XP up to Windows 10 and is suitable for children
from 8 years and all adults.
Chess Tutor Step 1

In the first step, the elementary knowledge is acquired which every successful chess player
needs. The early stages of the program thus present easily comprehensible steps and
exercises, which are immediately assimilated through play. In addition, in the Chess Tutor the
Stappenmethode is complemented by a lot of new activities for learning and practice. None of
the chess positions and the practice exercises in the program have yet been published,
meaning that even those who know the books of the Stepsmethod will be able to discover much
that is new to them.
Step 1 contains 23 lessons, 1800 exercises and 66 games.
Buy (download) - also demo - examples - documentation
www.shredderchess.com/chess-program/chess-tutor-step-1.html

Chess Tutor Step 2

The second step is about the basic rules of tactics and positional play. You will learn many
attacking patterns and techniques to win material.
Step 2 contains 21 lessons, 1960 exercises and 84 games.
Buy (download) - also demo - examples - documentation
www.shredderchess.com/chess-program/chess-tutor-step-2.html

Chess Tutor Step 3

In the third Step you learn about important opening principles and elementary endings. Then
comes an introduction to finding a plan and a broadening and deepening of your knowledge of
tactics.
Step 3 contains 23 lessons, 2150 exercises and 93 games.
Buy (download) - also demo - examples - documentation
www.shredderchess.com/chess-program/chess-tutor-step-3.html

Prefer the Chess Tutors on CD? Order by the order form.

The most frequently asked question has been: What is the difference between the ´old´ Tasc
Chess Tutor and the new Tutor? Here at a glance are some of the most important differences:
o Under the surface of the program, another program is working, a chess program, an engine. The
old Tasc Tutor was not able to play chess, which of course was an enormous failing. Every reply
from the user had to be anticipated. The sheer weight of the numbers involved led to there being
usually only the answer “The answer is wrong”. Now the response is much more flexible (“The
king is in check, but Black still has a move.”) and the computer demonstrates the reply. The user
learns much more like that.
o The fact that there is a chess program now makes it possible to employ the knowledge which has
just been acquired. Positions can be played out to a finish and even complete games can be
played. In Step 1 even a beginner is able to win, because the engine plays badly, yet in an
intelligent way. It also sometimes loses pieces and allows itself to be checkmated.
o A special chess program was developed for the games in Step 1: games without kings, trapping
pieces, collecting coins, etc.
o Over the years, the print version of the Stepmethod has also changed. A lot of new exercises have
been added to the extra booklets, exercises which are not only useful but also fun. Exercises of
this sort (e.g. the route planner) have also been included in the Tutor.
o Every step now contains much more material. Every lesson (except the first 6 in step 1) consists
of: an introduction, basic exercises, games, extra exercises, tests and the opportunity to play
games of chess.
o Naturally there has been an enormous leap forward in the graphics capabilities of computers.
Good use is made of this in the Tutor. Learning is supported by graphic symbols, numbers and
letters.
You can download a free, restricted version of Chess Tutor Step 1 and 2 and test it without
obligation. The demo version contains a limited choice of lessons, games and exercises taken
from the full version. The size of the download is approx. 31 MB.
Demo step 1
Demo step 2
Demo step 3
More information (screenshots, developers) you will find on: Chess Tutor
Workbooks
The workbooks are the most visible part of the Steps Method and unfortunately for many the
only one 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 has even bought the
manual to see herself how it works. "I can tell you Sir that the lessons of my grandchild look
completely different. He gets a workbook with an 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 further nothing is
explained. The assignments that have not been made, 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, it is
obvious that feedback is necessary.

For many teachers, the number of exercises in the basic workbooks is enough. Everyone must
make one's own choices. However, we want that the children learn to play chess as well as
possible, therefore an approach with more workbooks has to be recommend. Don't see that as
a marketing story to sell more books. Just look at the results of the trainers who work this way.
A good example can be Boris Friesen (co-author of the Thinking ahead books) who trains in that
way (and in addition uses also 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 year later,
his rating was 1772. Why? He started slowly but mastered all the basic skills really well and
then his rating was rising faster and faster.

In general terms it goes like this:

Teach new knowledge, practice 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 in order to book
gradually a full automation of all skills (with some subjects it can take a while).

Many subjects offer the possibility to master the previously acquired skills further. Knowledge
that has been automated is ready to use from the long term memory, which makes it easy for
the working memory to save enough space to think. As we rush through the steps at a very high
speed it avenges itself so that too few things go 'automatically'. Working memory becomes
overloaded and that often results in missing some elementary things. That can be noticed in the
games of students who overlook the most simple combinations, their own possibilities and those
of the opponent. If I am to visit a youth tournament, I look who's playing there, search in
advance the games they have played recently (which is very easy in 2016) and try to estimate
their steps level. During the tournament I ask by chance in which step they are. The outcome is
pretty weird: two or three steps too high. Following their games for a while gives sufficient
information.

Solving the exercises correctly is not an indication of playing strength. After solving a page in
the workbook on a given subject one has only 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. There is no increase in playing strength
any more.

In the manuals in addition to instruction, practice and playing games, it is also recommended to
discuss the games with the pupils. It is the right moment to point out what went well and what
should be practiced further. The result is: increase of the playing strength. Unfortunately,
discussing games happens far too little. Nevertheless, one is surprised that so many students
say thank you and stop playing chess.

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 to 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. These puzzles can be checkmate in 1 or 2 or tactics that involve pins, forks,
discovered attacks, etc. As you get better and more efficient, you can increase to maybe 30-40
puzzles daily. If you have time, the more puzzles you solve, the better you will become.
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. The shortcoming of (too) quickly proceeding to
the next Step can be somewhat countered this way.

At what moment can we implement these workbooks? A general recommendation is not

possible. The workbook Extra can already be used while working with the basic Step workbook.
It is up to the trainer to decide whether parts of the Plus books will be discussed in between.
That obviously depends on the level of the group but it is easy to imagine that a single theme
from the Plus book pops up during simultaneous play or in the games of the students. A trainer
who has a good picture of the entire first Step and knows what he is doing, can combine things.

For each Step there are 2 (Step 6), 4 or 5 workbooks.

• Basic workbooks
• Extra workbooks
• Plus workbooks
• Thinking ahead workbooks
• Mix workbooks

Basic workbooks
These books are essential because they contain the basic teaching material which is vital to
develop the necessary skills. Practice shows that to preceed 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. These are included in the exercise book (on average 10 per book).
Extra workbooks
A workbook with just one reminder and further merely exercises. In the first half there are only
exercises on the same subjects as in the 'steps'. They are not only useful as an extra practice
but also as a repetition.
In the second part all exercises are of the mixed type. The subject of the exercises is not
indicated therefore they resemble positions from a real chess game. In the basic step books
there are due to the lack of spacetoo few exercises of this kind.
All six step extra workbooks have been published.

Plus workbook
This book contains:
o New subjects
o Subjects which have been given too little attention in the 'ordinary' books due to the lack of
space
o Broadening of the important subjects
o Subjects from a previous step on a higher level
Plus workbooks for step 1 till 5 are available.

Thinking ahead
Step 2 is 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 of all, which shortcomings should be
eliminated or at least worked on. The trainer is the best person to analyse the games together
with his students, but in the long run the chess player will have to take that into his own hands.
That is nothing new but an age-old proven way. It is fine if there is always some supervision and
control.
Unfortunately experience shows that, in spite of the results of those trainers who do work in this
way, it is not common practice. Although the mix-exercises cannot replace the trainer, they can
help to 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 this theme. General skills, such as taking into account the possibilities of the opponent
will come to the fore with a lot of (young) players. Also, the solving approach (finding the best
move) is to be improved upon: without a search strategy it will not work if the preceding steps
have not been rendered sufficiently automatic. Solving exercises only is much less useful than
many people think (you learn patterns but there is much more to be gained). The nub is,
whether the solution is found in a 'correct' way and not by picking a random move and trying it
out. Unfortunately, that happens with workbooks too, but much less than with assignments on
the computer. There pupils guess incessantly and from one wrong answer to the next they
quickly move on to the next move. The result is that effective learning remains at a low level
when one thinks of the time spent on such exercises. The most important thing of all is that
feedback is necessary (see the Manuals under the heading ' Workbook ' under explanation,
mistake and help).
The target is: learning to play chess better and the right approach has to be applied in a real
game as well.
The plus workbooks have no mix-exercises and that is compensated with the mix workbooks
now.

Finally, the question arises whether there are not enough other possibilities: there are already
dozens of books on tactics and every year new ones are published. Apparently there is a
market. First of all, we should point out that there are not only tactical tasks to be found in the
mix-workbooks. Besides, there is one more significant difference between Step Method mix-
workbooks and other books: the level of difficulty. We follow a review at schaaksite.nl: 1001
chess exercises for beginners by Peter Ypma.
A quote because the review is in Dutch: "the difference of the level with the mate in 1 tasks
above is quite big. Although these tasks come from the tricky final chapter with weird positions.
In the other chapters I also frequently found assignments with which I had a lot of difficulty. The
exercises in each chapter vary in level from Step 2 to Step 7. "
First of all mate in 1 is Step 1 level. Furthermore, the Elo of Peter Ypma was 2214 at the time of
the review, not exactly of a beginner. This problem, a huge difference between the easiest and
most difficult task occurs in almost all books.
In these mix-workbooks all the tasks could be solved reasonably well if the current step and the
previous step(s) have been properly learnt (i.e. lessons, exercises, practice - playing games and
discussing the games). As a result the level is fairly consistent. Nevertheless, some tasks may
require a lot of effort. That is why the books are a perfect tool to discover one's weak spots
which require some further attention. For a stronger player it is certainly useful to solve easier
tasks from time to time (but not from Step 1 if you are in Step 9). For weaker players, it is
practically useless to try to solve tasks which are much too difficult. It's frustrating and they learn
almost nothing from them. A chess player who wants to make progress should learn things that
he can apply in his own games. Assignments which are around and just above his playing
strength, have generally the right level of difficulty (right in the sense of being the most
effective).

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.

Certificates
Each step can be completed with an exam. Students who score sufficiently get a certificate
appropriate to each step.
It is advisable when preparing for the examination to let the children make a test examination
first, and if necessary a second time in case of doubt. However, try to prevent that they do test
examinations many times. It will put a severe strain on their enthusiasm, and it emphasizes the
examination and the certificate too much.
The English version will appear in 2005.
Rupert van der Linden has designed a colourful certificate.
The piece on the statue will change for each step. As a foretaste, you can see here the German
version.

Background
The Steps method of Rob Brunia and Cor van Wijgerden has already been existing since 1987.
In the eighties Cor van Wijgerden made many stencils with exercises for the Dutch youth and
women top players (he was at that time the national trainer of the Royal Dutch Chess
Federation). The demand for this kind of exercises on a lower level was getting bigger and
bigger which gave the start to the plan of developing exercises for different levels. Another
experienced trainer Rob Brunia was ready to help.
The profound knowledge of chess technical and didactic aspects of both authors resulted in a
solid teaching method that fits the development of a child.
In 1987 the first manual and (loose-leaf) stencils appeared. In 1990 the manual Step 5 was
published and the teaching method was approximately ready. Since then many adjustments and
improvements have been introduced (unfortunately without Rob Brunia who in 1991 has to
cease his cooperation because of other activities).
An (incomplete) view of some big and small changes since 1991:
o The loose-leaf stencils are replaced by workbooks.
o The workbooks are thicker and adjusted. The too difficult and incorrect exercises have been
simplified, changed or replaced.
o Various new topics have been added to the manuals. The original lessons have been extended
with instruction examples.
o New in the manuals are summaries, search strategies, lists of concepts.
o In 1999 appeared Step 6, in 2003 two stepping stones (Step 1 for young children up to 8 years).
o The extra and plus books have been added.
o The books are illustrated by Rupert van der Linden.
Manual
Cada Paso cuenta con un manual para el monitor. El manual
te ayuda a navegar por el contenido de tus clases,
explicando cada tema de los cuadernos en forma de un
guión, con diagramas adicionales para aclarar cada
concepto. La amplia introducción aborda el desarrollo
ajedrecístico y pedagógico del alumno en este momento,
cómo organizar tus clases, qué instrumentos se pueden
aplicar en el aprendizaje y pautas para cómo motivar a
los alumnos. Gracias al carácter concreto y práctico del
manual, preparas tus clases de forma cómoda y en poco
tiempo.

De momento, en castellano está disponible el Manual Paso

1 y estamos trabajando en la preparación de más manuales
en castellano.

ver muestra Manual Paso 1

Los Pasos
Paso 1 (hasta elo ± 800)

Con el Paso 1 el alumno aprenderá a defenderse y a

realizar sus primeros ataques con éxito. Pasará por todas
las habilidades básicas: los movimientos, atacar y
defender, el jaque (mate), el valor de las piezas y los
primeros motivos tácticos. Con el apoyo del profesor y
aprovechando los diversos ‘juegos’ que vienen en el
manual, el alumno aprenderá a dominar cada concepto a la
perfección.

Además del cuaderno básico de Paso 1 (ya publicado en

castellano), el Paso 1 cuenta con los cuadernos para los
más pequeños (Pasito 1 & Pasito 2), y los cuadernos ‘+’ y
‘Extra’ (castellano en preparación, disponible en
inglés).

ver muestra
Paso 2 (hasta elo ± 1200)

Juguemos Ajedrez Paso 2 enseña principios tácticos más

avanzados (distintos ataques dobles, la clavada, el
ataque a la descubierta, la jugada intermedia etc.),
además de introducir elementos del juego posicionál (cómo
activar tus piezas, las reglas básicas de la apertura).
Con el Paso 2 el principiante del Paso 1 se convierte en
un ajedrecista sólido, capaz de sorprender a cualquiera.

Además del cuaderno básico Paso 2 (ya publicado en

castellano), el Paso 2 cuenta con los cuadernos ‘Paso 2+’
y ‘Paso 2 Extra’ y Anticipar movimientos (castellano en
preparación, disponible en inglés).

ver muestra

Paso 3 (hasta elo ± 1500)

Paso 3 (el cuaderno básico disponible en inglés) invita

el jugador a profundizar los conocimientos adquiridos en
el Paso 2 (dominar la materia del Paso 2 es
imprescindible). Algunos temas son el jaque doble y a la
descubierta, y cómo defenderse contra ello, ganar acceso
al rey para dar mate, defender contra el ataque doble,
los finales de peones, y cómo atrapar piezas. El Paso 3
también trata de temas estratégicos, como las casillas
claves y la movilidad, y presta especial atención a
esforzar y evitar tablas. Anticipar los movimientos del
contrincante y la visualización espacial es cada vez más
importante.

De momento Juguemos Ajedrez está trabajando en la

traducción del Cuaderno Básico del Paso 3 y más adelante
sacaremos más títulos del Paso 3.

ver muestra
Juguemos Ajedrez en el aula
Juguemos Ajedrez se presta perfectamente para su uso en
el aula.

Los cuadernos se dirigen a los alumnos, con ejercicios y

teoría básica. Además, el cuaderno tiene un diseño
sencillo para que el alumno/a haga sus apuntes en ello.

Los manuales tienen toda la información que necesites

para llevar tus clases con éxito. Cada tema de los
cuadernos viene explicado en forma de guión, lo que te
ayudará a navegar por su contenido, con diagramas
adicionales para aclarar cada concepto. Gracias al
carácter concreto y práctico de los manuales, preparas
tus clases de manera fácil y en poco tiempo.

¿Te gustaría trabajar con Juguemos Ajedrez en el aula?

Desde Juguemos Ajedrez podemos ofrecer talleres y cursos,
enfocados en el modo de cómo trabajar con el método: las
distintas fases del desarrollo del alumno, cómo
estructurar el contenido, el objetivo de las clases, y
los conocimientos de ajedrez que necesitas tener como
profesor. Pónte en contacto con nosotros para saber más.

Los Pasos
Paso 1 (hasta elo ± 800)

Con el Paso 1 el alumno aprenderá a defenderse y a

realizar sus primeros ataques con éxito. Pasará por todas
las habilidades básicas: los movimientos, atacar y
defender, el jaque (mate), el valor de las piezas y los
primeros motivos tácticos. Con el apoyo del profesor y
aprovechando los diversos ‘juegos’ que vienen en el
manual, el alumno aprenderá a dominar cada concepto a la
perfección.

Además del cuaderno básico de Paso 1 (ya publicado en

castellano), el Paso 1 cuenta con los cuadernos para los
más pequeños (Pasito 1 & Pasito 2), y los cuadernos ‘+’ y
‘Extra’ (castellano en preparación, disponible en
inglés).

ver muestra

Paso 2 (hasta elo ± 1200)

Juguemos Ajedrez Paso 2 enseña principios tácticos más

avanzados (distintos ataques dobles, la clavada, el
ataque a la descubierta, la jugada intermedia etc.),
además de introducir elementos del juego posicionál (cómo
activar tus piezas, las reglas básicas de la apertura).
Con el Paso 2 el principiante del Paso 1 se convierte en
un ajedrecista sólido, capaz de sorprender a cualquiera.

Además del cuaderno básico Paso 2 (ya publicado en

castellano), el Paso 2 cuenta con los cuadernos ‘Paso 2+’
y ‘Paso 2 Extra’ y Anticipar movimientos (castellano en
preparación, disponible en inglés).

ver muestra

Paso 3 (hasta elo ± 1500)

Paso 3 (el cuaderno básico disponible en inglés) invita

el jugador a profundizar los conocimientos adquiridos en
el Paso 2 (dominar la materia del Paso 2 es
imprescindible). Algunos temas son el jaque doble y a la
descubierta, y cómo defenderse contra ello, ganar acceso
al rey para dar mate, defender contra el ataque doble,
los finales de peones, y cómo atrapar piezas. El Paso 3
también trata de temas estratégicos, como las casillas
claves y la movilidad, y presta especial atención a
esforzar y evitar tablas. Anticipar los movimientos del
contrincante y la visualización espacial es cada vez más
importante.
De momento Juguemos Ajedrez está trabajando en la
traducción del Cuaderno Básico del Paso 3 y más adelante
sacaremos más títulos del Paso 3.

ver muestra

Juguemos Ajedrez en el aula

Juguemos Ajedrez se presta perfectamente para su uso en
el aula.

Los cuadernos se dirigen a los alumnos, con ejercicios y

teoría básica. Además, el cuaderno tiene un diseño
sencillo para que el alumno/a haga sus apuntes en ello.

Los manuales tienen toda la información que necesites

para llevar tus clases con éxito. Cada tema de los
cuadernos viene explicado en forma de guión, lo que te
ayudará a navegar por su contenido, con diagramas
adicionales para aclarar cada concepto. Gracias al
carácter concreto y práctico de los manuales, preparas
tus clases de manera fácil y en poco tiempo.

¿Te gustaría trabajar con Juguemos Ajedrez en el aula?

Desde Juguemos Ajedrez podemos ofrecer talleres y cursos,
enfocados en el modo de cómo trabajar con el método: las
distintas fases del desarrollo del alumno, cómo
estructurar el contenido, el objetivo de las clases, y
los conocimientos de ajedrez que necesitas tener como
profesor. Pónte en contacto con nosotros para saber más.

http://ajedrezsocial.org/juguemosajedrez/