Royal Guard Chess Foundation
Royal Guard Chess Foundation - Training of Trainers

This project was established firstly as a means of providing top class training within our own club but grew quickly into an endeavour that could benefit chess as a whole.

We are attempting to provide chess coaches with the neccessary skills to enable them to move from mediocre trainers to good and from good to excellent. This not only benefits them as coaches in selling their services, but also will increase the learning rate of chess players..

At present, recognised trainers by CHESSA only have to have a certain rating level and understanding of chess rules - an exam is written based on these two concepts but no emphasis is made on actual capacity as a trainer. This we believe has resulted in lower standards of training and has been to the detriment of chess as a whole.

Our own coaches will undergo the training, module by module based on personal need until they have completed the entire course. The lessons learnt throughthis process will enable us to refine the material into a course usable by all.

Many of the module are deliberately NQF aligned, as it is our intention to eventually have a fully SAQA recognised qualification issued upon completion of the course. We are already well on our way to devloping the course as on line content which means coaches will eb able to learn at their own pace, but also that we will be able to present the material nationally.

It is hoped that once we are at a certain development point, that we can produce this fully in liaison with both SACTA and CHESSA in order to raise the standard nationally but also allow us as a country to be the benchmark in this regard
FRAMEWORK – Understanding SAQA, NQF, Unit Standards and other SA Education governance concepts
EDUCATIONAL CONCEPTS – broad concepts in education, learning theories, study techniques
HOLISTIC DEVELOPMENT – understand emotional and spiritual intelligence, character development
COURSE DEVELOPMENT – Needs assessment, course structure, planning for continuity and integration
MATERIAL EVALUATION – Evaluate learning materials, adapt, report and recommend
PERSONAL DEVELOPMENT – Self assurance, First impressions, maintaining credibility, time management
COMMUNICATION – Learning styles, communication techniques and styles
RESEARCH – Student patterns, best practice methodologies, success stories
LEARNER GUIDANCE – Comprehension techniques and exercises, feedback mechanisms
GROUP MANAGEMENT – understanding group dynamics, participation, rapport, negativity, techniques
FACILITATOR SKILLS – Interactive learning, audio and visual, creative content
TOOLS & EQUIPMENT - Software usage, projectors, charts
SPECIAL CONSIDERATIONS – Barriers to learning, Adapting for inclusivity, cultural considerations, age
TRAINING ENVIRONMENT – Setting the climate, seating arrangements, Safety, comfort
ASSESSMENT – Design, undertaking and reporting on assessments. Managing Feedback
ADMINISTRATION – Learner records, renewed needs assessment, progress reports
BROAD MANAGEMENT - Assessment of training programmes as a whole, recommend , Summarise

Chess Parents