{"id":{"repo_id":"dialnet","oai_identifier":"oai:dialnet.unirioja.es:TES0000023215"},"canonical_url":"https://search.dev.ndltd.org/etd/dialnet/oai:dialnet.unirioja.es:TES0000023215","repository":{"repo_id":"dialnet","name":"Dialnet","base_url":"https://dialnet.unirioja.es/oaites/OAIHandler"},"display":{"title":"Análisis observacional de los movimientos ilegales y erróneos en la iniciación al ajedrez","abstract":"From the observational methodology approach, this thesis analyses error in chess, conceived as an inherent aspect of the learning process. Errors are manifested both through illegal moves, which reflect an incomplete understanding of the rules, and through erroneous moves, associated with a lack of comprehension of the internal logic of chess. The general objective of the thesis is to analyse the difficulties that players experience during the process of learning chess. Based on this, two specific objectives are established: (1) to characterise illegal moves in introductory chess, and (2) to characterise erroneous moves in children’s competitive chess. The thesis is structured into two complementary studies, each focused on addressing one of these objectives. The first study focuses on illegal moves committed by players in the U12 category from La Rioja during the regional Sports Games competition. An ad hoc observation system was designed, based on an exhaustive analysis of the FIDE Laws of Chess, to record and classify illegal moves. The reliability of the records was ensured through Cohen’s Kappa coefficient, and the validity of the instrument was verified by applying Generalizability Theory, through two measurement designs that confirmed the consistency and generalizability of the data. Seven types of illegal moves were identified: incorrect castling, pin, moving the king into check, incorrect piece movement, pawn promotion, illegal square occupation, and failure to remove a check. The adjusted residuals analysis revealed a higher incidence of king-movement illegals (including castling), indicating conceptual difficulties related to king safety and rule comprehension, as well as the challenges posed by diagonal piece movement. The second study analyses definitive errors—those that directly lead to the loss of the game—among elite U8 players in the Spanish National Championship. A second ad hoc observation instrument was designed, combining a field format and category system, based on a theoretical review of the internal logic of chess. The games were collected using ChessBase 17 and analysed with the Stockfish 16 NNUE engine via the Lichess platform, while data coding was performed using Lince software. Inter-observer reliability was ensured through Cohen’s Kappa coefficient. Data analysis was carried out using the decision tree technique, taking the impact of the error as the dependent variable. The results show that the errors leading to defeat are mainly associated with deficiencies in short-term tactical calculation—tactical motifs, undefended pieces, or checkmate—rather than with long-term strategic planning errors. Taken together, both studies provide an empirical and systematic approach to the analysis of error in chess from an educational perspective. The findings deepen our understanding of the cognitive and conceptual difficulties faced by children and offer guidelines for designing instructional strategies tailored to their developmental level, transforming error into a learning tool and adjusting the complexity of tasks. This perspective reinforces the educational value of chess as an ideal context for fostering self-regulation, critical thinking, and reflective learning, while consolidating a pedagogical model that views error as a natural part of the learning process and as a resource for promoting reflection and informed decision-making in the game.","abstract_html":"From the observational methodology approach, this thesis analyses error in chess, conceived as an inherent aspect of the learning process. Errors are manifested both through illegal moves, which reflect an incomplete understanding of the rules, and through erroneous moves, associated with a lack of comprehension of the internal logic of chess. The general objective of the thesis is to analyse the difficulties that players experience during the process of learning chess. Based on this, two specific objectives are established: (1) to characterise illegal moves in introductory chess, and (2) to characterise erroneous moves in children’s competitive chess. The thesis is structured into two complementary studies, each focused on addressing one of these objectives. The first study focuses on illegal moves committed by players in the U12 category from La Rioja during the regional Sports Games competition. An ad hoc observation system was designed, based on an exhaustive analysis of the FIDE Laws of Chess, to record and classify illegal moves. The reliability of the records was ensured through Cohen’s Kappa coefficient, and the validity of the instrument was verified by applying Generalizability Theory, through two measurement designs that confirmed the consistency and generalizability of the data. Seven types of illegal moves were identified: incorrect castling, pin, moving the king into check, incorrect piece movement, pawn promotion, illegal square occupation, and failure to remove a check. The adjusted residuals analysis revealed a higher incidence of king-movement illegals (including castling), indicating conceptual difficulties related to king safety and rule comprehension, as well as the challenges posed by diagonal piece movement. The second study analyses definitive errors—those that directly lead to the loss of the game—among elite U8 players in the Spanish National Championship. A second ad hoc observation instrument was designed, combining a field format and category system, based on a theoretical review of the internal logic of chess. The games were collected using ChessBase 17 and analysed with the Stockfish 16 NNUE engine via the Lichess platform, while data coding was performed using Lince software. Inter-observer reliability was ensured through Cohen’s Kappa coefficient. Data analysis was carried out using the decision tree technique, taking the impact of the error as the dependent variable. The results show that the errors leading to defeat are mainly associated with deficiencies in short-term tactical calculation—tactical motifs, undefended pieces, or checkmate—rather than with long-term strategic planning errors. Taken together, both studies provide an empirical and systematic approach to the analysis of error in chess from an educational perspective. The findings deepen our understanding of the cognitive and conceptual difficulties faced by children and offer guidelines for designing instructional strategies tailored to their developmental level, transforming error into a learning tool and adjusting the complexity of tasks. This perspective reinforces the educational value of chess as an ideal context for fostering self-regulation, critical thinking, and reflective learning, while consolidating a pedagogical model that views error as a natural part of the learning process and as a resource for promoting reflection and informed decision-making in the game.","abstract_has_math":false,"creators":["Miranda, Jorge"],"institution":"Universidad de La Rioja (España)","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Lapresa Ajamil, Daniel (Universidad de La Rioja)","Arana Idiakez, Javier (Universidad de La Rioja)"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026","date_published":"2026","updated_at":"2026-07-24T06:27:11Z","subjects":[],"languages":["spa"],"rights":["LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dialnet.unirioja.es/servlet/oaites?codigo=397721","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lapresa Ajamil, Daniel (Universidad de La Rioja)","Arana Idiakez, Javier (Universidad de La Rioja)"]},{"key":"dc:creator","label":"Author","values":["Miranda, Jorge"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2026"]},{"key":"dc:publisher","label":"Institution","values":["Universidad de La Rioja (España)"]},{"key":"dc:type","label":"Dc Type","values":["text (thesis)"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["spa"]},{"key":"dc:rights","label":"Dc Rights","values":["LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dialnet.unirioja.es/servlet/oaites?codigo=397721"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["From the observational methodology approach, this thesis analyses error in chess, conceived as an inherent aspect of the learning process. Errors are manifested both through illegal moves, which reflect an incomplete understanding of the rules, and through erroneous moves, associated with a lack of comprehension of the internal logic of chess. The general objective of the thesis is to analyse the difficulties that players experience during the process of learning chess. Based on this, two specific objectives are established: (1) to characterise illegal moves in introductory chess, and (2) to characterise erroneous moves in children’s competitive chess. The thesis is structured into two complementary studies, each focused on addressing one of these objectives. The first study focuses on illegal moves committed by players in the U12 category from La Rioja during the regional Sports Games competition. An ad hoc observation system was designed, based on an exhaustive analysis of the FIDE Laws of Chess, to record and classify illegal moves. The reliability of the records was ensured through Cohen’s Kappa coefficient, and the validity of the instrument was verified by applying Generalizability Theory, through two measurement designs that confirmed the consistency and generalizability of the data. Seven types of illegal moves were identified: incorrect castling, pin, moving the king into check, incorrect piece movement, pawn promotion, illegal square occupation, and failure to remove a check. The adjusted residuals analysis revealed a higher incidence of king-movement illegals (including castling), indicating conceptual difficulties related to king safety and rule comprehension, as well as the challenges posed by diagonal piece movement. The second study analyses definitive errors—those that directly lead to the loss of the game—among elite U8 players in the Spanish National Championship. A second ad hoc observation instrument was designed, combining a field format and category system, based on a theoretical review of the internal logic of chess. The games were collected using ChessBase 17 and analysed with the Stockfish 16 NNUE engine via the Lichess platform, while data coding was performed using Lince software. Inter-observer reliability was ensured through Cohen’s Kappa coefficient. Data analysis was carried out using the decision tree technique, taking the impact of the error as the dependent variable. The results show that the errors leading to defeat are mainly associated with deficiencies in short-term tactical calculation—tactical motifs, undefended pieces, or checkmate—rather than with long-term strategic planning errors. Taken together, both studies provide an empirical and systematic approach to the analysis of error in chess from an educational perspective. The findings deepen our understanding of the cognitive and conceptual difficulties faced by children and offer guidelines for designing instructional strategies tailored to their developmental level, transforming error into a learning tool and adjusting the complexity of tasks. This perspective reinforces the educational value of chess as an ideal context for fostering self-regulation, critical thinking, and reflective learning, while consolidating a pedagogical model that views error as a natural part of the learning process and as a resource for promoting reflection and informed decision-making in the game.","En el seno de la metodología observacional, esta tesis analiza el error en ajedrez, concebido como un hecho inherente al proceso de aprendizaje del juego. Los errores se manifiestan tanto a través de jugadas ilegales, que reflejan una comprensión incompleta de las reglas, como mediante movimientos erróneos, asociados a una falta de comprensión de la lógica interna del ajedrez. Con ello, el objetivo general de la tesis es analizar las dificultades que los jugadores experimentan durante el aprendizaje del ajedrez. A partir de él, se establecen dos objetivos específicos: (1) caracterizar los movimientos ilegales en el ajedrez de iniciación, y (2) caracterizar los movimientos erróneos en el ajedrez de competición infantil. La tesis se estructura en sendos estudios, centrados en abordar de manera específica ambos objetivos específicos. El primer estudio se centra en las jugadas ilegales cometidas por jugadores pertenecientes a la categoría sub-12 de La Rioja durante la competición de los Juegos Deportivos autonómicos. Para ello, se ha diseñado un sistema de observación ad hoc, elaborado a partir de un análisis exhaustivo del reglamento (Leyes FIDE), que permite registrar y clasificar los movimientos ilegales. La fiabilidad de los registros se garantizó mediante el coeficiente Kappa de Cohen, y la validez del instrumento se comprobó aplicando la Teoría de la Generalizabilidad, mediante dos planes de medida que aseguraron la consistencia y generalizabilidad de los datos. Se identificaron siete tipos de movimientos ilegales: enroque incorrecto, clavada, rey a casilla amenazada, movimiento incorrecto de pieza, promoción del peón, ocupación indebida de casilla y no remover el jaque. El análisis de residuos ajustados mostró una mayor incidencia de ilegales de movimiento de rey (incluyendo enroque) lo que evidencia dificultades conceptuales relacionadas con la seguridad del rey y las normas del juego; o las dificultades que suponen los desplazamientos diagonales de piezas. El segundo estudio analiza los errores definitivos, aquellos que provocan la derrota directa de la partida, en jugadores de élite nacional de la categoría sub-8 durante el campeonato nacional. Se diseñó un segundo instrumento de observación ad hoc combinando formato de campo y sistema de categorías, a partir de una revisión teórica de la lógica interna del juego. Las partidas fueron recopiladas con el programa ChessBase 17 y analizadas mediante el motor Stockfish 16 NNUE a través de la plataforma Lichess, mientras que la codificación se realizó con el software Lince. La fiabilidad interobservadores se garantizó con el coeficiente Kappa de Cohen. El análisis de los datos se efectuó mediante la técnica de árboles de decisión, tomando como variable dependiente el impacto del error. Los resultados muestran que los errores que conducen a la derrota se asocian principalmente con deficiencias en el cálculo táctico a corto plazo -motivos tácticos, piezas indefensas o errores de jaque mate- más que con errores estratégicos vinculados a la planificación. En conjunto, ambos estudios ofrecen una aproximación empírica y sistemática al análisis del error en ajedrez desde una perspectiva educativa. Los hallazgos permiten comprender con mayor profundidad las dificultades que enfrentan los niños y ofrecen orientaciones para diseñar estrategias didácticas ajustadas a su nivel, transformar el error en una herramienta de aprendizaje y adaptar la complejidad de las tareas. Esta perspectiva refuerza el valor del ajedrez educativo como contexto idóneo para fomentar la autorregulación, el pensamiento crítico y el aprendizaje reflexivo, consolidando un modelo pedagógico que concibe el error como parte natural del proceso de aprendizaje y como recurso para promover la reflexión y la toma de decisiones fundamentadas en el juego."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Análisis observacional de los movimientos ilegales y erróneos en la iniciación al ajedrez"]}]}],"canonical_facts":{"dc:contributor":["Lapresa Ajamil, Daniel (Universidad de La Rioja)","Arana Idiakez, Javier (Universidad de La Rioja)"],"dc:creator":["Miranda, Jorge"],"dc:date":["2026"],"dc:description":["From the observational methodology approach, this thesis analyses error in chess, conceived as an inherent aspect of the learning process. Errors are manifested both through illegal moves, which reflect an incomplete understanding of the rules, and through erroneous moves, associated with a lack of comprehension of the internal logic of chess. The general objective of the thesis is to analyse the difficulties that players experience during the process of learning chess. Based on this, two specific objectives are established: (1) to characterise illegal moves in introductory chess, and (2) to characterise erroneous moves in children’s competitive chess. The thesis is structured into two complementary studies, each focused on addressing one of these objectives. The first study focuses on illegal moves committed by players in the U12 category from La Rioja during the regional Sports Games competition. An ad hoc observation system was designed, based on an exhaustive analysis of the FIDE Laws of Chess, to record and classify illegal moves. The reliability of the records was ensured through Cohen’s Kappa coefficient, and the validity of the instrument was verified by applying Generalizability Theory, through two measurement designs that confirmed the consistency and generalizability of the data. Seven types of illegal moves were identified: incorrect castling, pin, moving the king into check, incorrect piece movement, pawn promotion, illegal square occupation, and failure to remove a check. The adjusted residuals analysis revealed a higher incidence of king-movement illegals (including castling), indicating conceptual difficulties related to king safety and rule comprehension, as well as the challenges posed by diagonal piece movement. The second study analyses definitive errors—those that directly lead to the loss of the game—among elite U8 players in the Spanish National Championship. A second ad hoc observation instrument was designed, combining a field format and category system, based on a theoretical review of the internal logic of chess. The games were collected using ChessBase 17 and analysed with the Stockfish 16 NNUE engine via the Lichess platform, while data coding was performed using Lince software. Inter-observer reliability was ensured through Cohen’s Kappa coefficient. Data analysis was carried out using the decision tree technique, taking the impact of the error as the dependent variable. The results show that the errors leading to defeat are mainly associated with deficiencies in short-term tactical calculation—tactical motifs, undefended pieces, or checkmate—rather than with long-term strategic planning errors. Taken together, both studies provide an empirical and systematic approach to the analysis of error in chess from an educational perspective. The findings deepen our understanding of the cognitive and conceptual difficulties faced by children and offer guidelines for designing instructional strategies tailored to their developmental level, transforming error into a learning tool and adjusting the complexity of tasks. This perspective reinforces the educational value of chess as an ideal context for fostering self-regulation, critical thinking, and reflective learning, while consolidating a pedagogical model that views error as a natural part of the learning process and as a resource for promoting reflection and informed decision-making in the game.","En el seno de la metodología observacional, esta tesis analiza el error en ajedrez, concebido como un hecho inherente al proceso de aprendizaje del juego. Los errores se manifiestan tanto a través de jugadas ilegales, que reflejan una comprensión incompleta de las reglas, como mediante movimientos erróneos, asociados a una falta de comprensión de la lógica interna del ajedrez. Con ello, el objetivo general de la tesis es analizar las dificultades que los jugadores experimentan durante el aprendizaje del ajedrez. A partir de él, se establecen dos objetivos específicos: (1) caracterizar los movimientos ilegales en el ajedrez de iniciación, y (2) caracterizar los movimientos erróneos en el ajedrez de competición infantil. La tesis se estructura en sendos estudios, centrados en abordar de manera específica ambos objetivos específicos. El primer estudio se centra en las jugadas ilegales cometidas por jugadores pertenecientes a la categoría sub-12 de La Rioja durante la competición de los Juegos Deportivos autonómicos. Para ello, se ha diseñado un sistema de observación ad hoc, elaborado a partir de un análisis exhaustivo del reglamento (Leyes FIDE), que permite registrar y clasificar los movimientos ilegales. La fiabilidad de los registros se garantizó mediante el coeficiente Kappa de Cohen, y la validez del instrumento se comprobó aplicando la Teoría de la Generalizabilidad, mediante dos planes de medida que aseguraron la consistencia y generalizabilidad de los datos. Se identificaron siete tipos de movimientos ilegales: enroque incorrecto, clavada, rey a casilla amenazada, movimiento incorrecto de pieza, promoción del peón, ocupación indebida de casilla y no remover el jaque. El análisis de residuos ajustados mostró una mayor incidencia de ilegales de movimiento de rey (incluyendo enroque) lo que evidencia dificultades conceptuales relacionadas con la seguridad del rey y las normas del juego; o las dificultades que suponen los desplazamientos diagonales de piezas. El segundo estudio analiza los errores definitivos, aquellos que provocan la derrota directa de la partida, en jugadores de élite nacional de la categoría sub-8 durante el campeonato nacional. Se diseñó un segundo instrumento de observación ad hoc combinando formato de campo y sistema de categorías, a partir de una revisión teórica de la lógica interna del juego. Las partidas fueron recopiladas con el programa ChessBase 17 y analizadas mediante el motor Stockfish 16 NNUE a través de la plataforma Lichess, mientras que la codificación se realizó con el software Lince. La fiabilidad interobservadores se garantizó con el coeficiente Kappa de Cohen. El análisis de los datos se efectuó mediante la técnica de árboles de decisión, tomando como variable dependiente el impacto del error. Los resultados muestran que los errores que conducen a la derrota se asocian principalmente con deficiencias en el cálculo táctico a corto plazo -motivos tácticos, piezas indefensas o errores de jaque mate- más que con errores estratégicos vinculados a la planificación. En conjunto, ambos estudios ofrecen una aproximación empírica y sistemática al análisis del error en ajedrez desde una perspectiva educativa. Los hallazgos permiten comprender con mayor profundidad las dificultades que enfrentan los niños y ofrecen orientaciones para diseñar estrategias didácticas ajustadas a su nivel, transformar el error en una herramienta de aprendizaje y adaptar la complejidad de las tareas. Esta perspectiva refuerza el valor del ajedrez educativo como contexto idóneo para fomentar la autorregulación, el pensamiento crítico y el aprendizaje reflexivo, consolidando un modelo pedagógico que concibe el error como parte natural del proceso de aprendizaje y como recurso para promover la reflexión y la toma de decisiones fundamentadas en el juego."],"dc:format":["application/pdf"],"dc:identifier":["https://dialnet.unirioja.es/servlet/oaites?codigo=397721"],"dc:language":["spa"],"dc:publisher":["Universidad de La Rioja (España)"],"dc:rights":["LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI"],"dc:title":["Análisis observacional de los movimientos ilegales y erróneos en la iniciación al ajedrez"],"dc:type":["text (thesis)"]},"updated_at":"2026-07-24T06:27:11Z"}