Hey, I want to show very basics to my friend. How can we play a match, where i could draw lines visible to opponent so i could explain what moves i am doing and why?
create a study maybe. i think there is a way that you can invite someone to analyse but i dont remember how to do that. search it up
I've recently taught a friend of mine and we would play one or two very long matches, where I slowly introduced more principles to him.
In the opening, I started with telling him the 3 principles of center control, minor piece development, and castling. Then we played the opening. If he made a particularly bad move. I'd stop the game and ask how that move worked with the 3 rules. Once he understood that it didn't, I'd ask him if he could find a better one. Occasionally, he was unable to find a good move and I would show him one. If he made a good move I'd point out that he made a good choice and ask him why he chose that one. If he didn't make any good moves, I'd use mine as examples.
Then as we progressed into the middle game, I introduced three more principles: 1) Control space, 2) Lay traps or take material (tactics), an 3) Look for the opponent's traps or opportunities for material. As we played the middle game, I would prompt him to explain how his moves fit those three principles and explain my own as well. For example, if he gave me a fork, I stopped the game and explained what was happening. Then I asked him what other moves fit the three principles, and we would continue. If he fell for one of my traps, I'd also stop the game and explain what happened.
As we reached the endgame, I would highlight what advantages each of us held, such as a passed pawn or extra minor piece. I taught en passant while handling the piece movements and reminded him as it came up.
It's a slow method, where you might play only a couple moves before stopping for 5 minutes of analysis, but it seemed to work. Patience in both parties is absolutely required though. Each game took upward of 2 hours, and we would often go back and forward 2 or 3 moves during the analysis.
In the opening, I started with telling him the 3 principles of center control, minor piece development, and castling. Then we played the opening. If he made a particularly bad move. I'd stop the game and ask how that move worked with the 3 rules. Once he understood that it didn't, I'd ask him if he could find a better one. Occasionally, he was unable to find a good move and I would show him one. If he made a good move I'd point out that he made a good choice and ask him why he chose that one. If he didn't make any good moves, I'd use mine as examples.
Then as we progressed into the middle game, I introduced three more principles: 1) Control space, 2) Lay traps or take material (tactics), an 3) Look for the opponent's traps or opportunities for material. As we played the middle game, I would prompt him to explain how his moves fit those three principles and explain my own as well. For example, if he gave me a fork, I stopped the game and explained what was happening. Then I asked him what other moves fit the three principles, and we would continue. If he fell for one of my traps, I'd also stop the game and explain what happened.
As we reached the endgame, I would highlight what advantages each of us held, such as a passed pawn or extra minor piece. I taught en passant while handling the piece movements and reminded him as it came up.
It's a slow method, where you might play only a couple moves before stopping for 5 minutes of analysis, but it seemed to work. Patience in both parties is absolutely required though. Each game took upward of 2 hours, and we would often go back and forward 2 or 3 moves during the analysis.
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You can draw lines by holding RMB and dragging the line as long as your browser doesnt override the input. There are 3-4 colors you can use by pressing keys like ALT CTRL etc. if the line is wrong remove it by simply redrawing it.
Oops u said opponent nvm then 😂
Study or a screen share Software then.
Oops u said opponent nvm then 😂
Study or a screen share Software then.
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