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The above is an analysis I have done for one my students.
Quick Game Summary
For the most part, your opening play was fine. The middle-game battle focused on the b5 and e5 squares. The move f4 was necessary at several points in the game, but overall your play was solid and you took advantage of your opponents mistakes. You missed a few basic threats and tactics, but these can easily be improved with more experience.
Things to Take Away from this Game
1. In the opening, it is very important to fight for the central squares e4, e5, d4, d5. If you have a strong central pawn-phalanx in the center, support it! It will bring you dividends later in the game.
2. Doubled-pawns (especially double-isolated pawns) are generally considered a weakness in the endgame.
3. The Two-Bishops are a potent force especially in open positions. Preserve them if you can!
4. In the ending, it is very important to centralize your king. Black was able to generate a strong position because he brought his king into the middle of the board with little resistance.
Is it too early to teach your student about the importance of the rook on the seventh rank in the endgame?
that is a good point. Rooks on the 7th rank are truly very strong in the endgame. I just did not mention it here in this game because I did not see a good chance for him to place his rook there. Of course, white could play 28. Rd7 (instead of Rd8+), placing the rook on the ideal 7th rank. However in this case, I believe 28. Rd6 is the strongest because it wins a pawn.
Yes you are right.
Idea behind 28.Rd6. Principle of two weaknesses - black can not defend against two weak points at one go. Tactical theme: fork!
Also its time to teach him how to checkmate with K+Q vs K. an elementary suggestion would be to push the opponent king at the edge of the board and then place the queen on the 2nd rank to avoid stalemate trick altogether.
I think this was good information. Instead of bombarding a lower rated player he taught him accordingly to his strength. The coach (FM) did not try to show off his skill by pointing out advanced ideas that this student may not have understood. From each game if one thing alone is learned that's a great thing. Very nicely done!
learned a lot from this match analysis thanks .
I can only express my deepest gratitude. First for accepting to be my friend- which means i get to watch you play- and second for the great analysis. You make a good chess sensei. Thanks.
magnus carlsen is the best
Pepsi taste good
Well said. As a chess instructor who works with many beginners and improvers, it is important to provide analysis that the student understands. This is one of the reasons I'm a big fan of IM Andrew Martin's commentary! You did a great job explaining things! As the student devlops his skills, he'll be able to digest more complex concepts. Thanks for the posting!
Thanks for sharing your tactics, i believe it will be fruitful for beginner like most of people in this forum..
Thanks and double thumbs up for you..!!!!
Speaking of Rooks, one of the problems many beginners have is not using their Rooks throughout the game. Often, one of my students will say "I don't have any good moves." Meanwhile, the Rooks are connected sitting on their starting squares. I then get them to try using at least one of the Rooks (going into the middle game) to protect a pawn, on the Queen-side for example, that is being pushed forward or being used to defend a specific square from attack.
Minor piece development in the opening is another area where students often need help. Students will sometimes bring out two of the four minor pieces, holding the remaining two in reserve for future use. I tell my students to try and develop at least three of their minor pieces in the opening if possible.
Another technique I use with beginners is the idea of counting squares when deciding where to place a minor piece if it is unclear. Let's say the King-side Bishop is going to be developed and the student is looking for the ideal position. I have them count how many squares the Bishop controls from each of the possible choices (squares). The more control the Bishop has the stronger the position. Of course, there are situations where this isn't possible but I give it as an example.
Lastly, I ask my students to pretend they are the teacher and there is a student standing next to them. Prior to making a move, the student pretending to be the teacher will be asked a simple question by the imaginary student: Why did you make that move?" This helps my students define the reasons for their moves. Thanks for your posting. It was informative and will be a great help to many chess students here at chess.com!
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