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Šah Analiza Stanja Šaha V Sloveniji

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Šah Analiza Stanja Šaha V Sloveniji IZTOK JELEN, ŠAHOVSKA ZVEZA SLOVENIJE OKTOBER 2006 ŠAH IN PRIMERJALNA ANALIZA STANJA ŠAHA V SLOVENIJI Pri čujo či članek je eden izmed ve č prispevkov posameznih članov delovne skupine ministrstva za šolstvo in šport – za umestitev šaha v slovenskem športnem prostoru, katerih besedila so obravnavana v okviru njenega delovanja. V prispevku so poleg javno dostopnih gradiv, navedenih v virih na koncu članka, uporabljeni tudi nekateri pisni podatki, ki so jih, namensko za predstavitev šahovskega podro čja ministrstvu, posredovali šahovski delavci Primož Kokalj (statistika), Marjan Šemrl (dopisni šah), Marko Klasinc (problemski šah) in Oskar Orel (splošno). Naslov članka je glede na prispevek, ki je bil obravnavan v omenjeni delovni skupini, spremenjen. Dopisano 16. decembra 2006 Šah in primerjalna analiza stanja šaha v Sloveniji KAZALO stran: 1. Opis tematskega podro čja šah 3 a. Nastanek, razvoj in širjenje šaha 3 b. Kaj je šah? 3 c. Oblike šahovske kulture, šahovske zvrsti in tekmovalne discipline 4 d. Pedagoška in psihosocialna funkcija šahovske igre 4 e. Šah in šport in šah kot šport 5 f. Svetovna prvenstva in olimpijade. Vrednotenje šahovskih uspehov. 6 g. Šahovsko spopolnjevanje in treniranje 7 h. Misleci in umetniki o šahu 8 2. Razvoj in uspehi slovenskega šaha 10 Statisti čni podatki Šahovske zveze Slovenije – stanje 2006 11 3. Status šaha 13 4. Organiziranost 14 5. Financiranje 15 6. Tekmovalni sistem 16 7. Registracija, kategorizacija, rejtingiranje in razvrš čanje šahistov 17 8. Vzgoja, izobraževanje in treniranje obetavnih šahistov 18 9. Izobraževanje in usposabljanje strokovnih delavcev 20 10. Šah v šolskem in razvojno-raziskovalnem sistemu 21 11. Informacijska, publicisti čna in izdajateljska dejavnost 23 12. Prostori za izvajanje šahovske dejavnosti. Šahovski dom. 24 13. Nekatere dolo čbe v krovnih aktih, ki se kažejo kot neprijazne do 25 šahovskega razvoja 14. Povzetek zna čilnosti, posebnosti in druga čnosti šaha, v primerjavi z 27 ostalim športom POVZETEK 29 Viri 30 2/32 Šah in primerjalna analiza stanja šaha v Sloveniji 1. OPIS TEMATSKEGA PODRO ČJA ŠAH a. NASTANEK, RAZVOJ IN ŠIRJENJE ŠAHA Šah v današnjem pomenu besede je nastal iz prejšnjih, 4000 let starih praoblik te igre, v 6. in 7. stoletju na Kitajskem in v Indiji, kot proizvod takratne znanosti – model naravnih gibanj in procesov v vesolju, prenesen na šahovnico. Nova igra se je za čela naglo širiti proti zahodu: po perzijskem in arabskem obdobju je na prelomu tiso čletja dobila novo domovino – Evropo, kjer se je igrala zlasti po kraljevskih in plemiških dvorih. Igra na šahovnici je postala ena izmed sedmih viteških veš čin (septem artes probitatis), pomemben predmet intelektualne vzgoje v srednjeveškem vzgojno-izobraževalnem sistemu posvetnih plemi čev. Globoko premišljena pravila ustvarjalcev šaha so se izkazala kot popolna, saj so vse od 7. stoletja do danes ostala nespremenjena, z izjemo dinamiziranja gibanja nekaterih figur v 15. stoletju – pod duhovnim vplivom evropske renesanse. V dotedanjem zgodovinskem razvoju je prevladoval problemski šah, v 16. stoletju pa se že za čenjajo pojavljati dvoboji v klasi čnem šahu med najboljšimi predstavniki razli čnih nacionalnih šahovskih šol. V 17. stoletju poznamo že prve poklicno uspešne šahovske profesionalce. Šah se za čne iz dvorov seliti v meš čansko življenje. V 19. stoletju pride do velikega kvantitativnega in kvalitativnega skoka v razvoju klasi čnega, dopisnega in problemskega šaha. Velika mednarodna šahovska tekmovanja se vrstijo od Anglije do Rusije in v Združenih državah Amerike. Veliki misleci vzpostavijo teorijo notranjih zakonitosti šahovske igre. Kakovost šahovskih stvaritev in množi čnost strmo naraš ča. V 20. stoletju se nacionalno in mednarodno organizirana šahovska dejavnost razširi po vsem svetu. Pojavljajo se nove oblike šahovske kulture in šahovskih tekmovanj. Za čenja se visokošolsko izobraževanje šahovskih u čiteljev in trenerjev, nastajajo prve univerzitetne katedre za šah. Šah vstopa v predšolski, osnovnošolski in srednješolski vzgojno-izobraževalni sistem. Šah igrajo milijoni ljudi po vsem svetu. Razvoj umetne inteligence na modelu šahovske igre v znanosti, razvoj ra čunalniškega šaha, informacijsko-komunikacijske tehnologije in ra čunalniške šahovske izobraževalne tehnologije, je na prelomu novega tiso čletja prinesel razvijanje novih oblik šahovske kulture, nove šahovske športne zvrsti in novo dodano vrednost v šahovsko kulturo. Kljub velikim vložkom znanosti v ra čunalniško preu čitev šaha ostaja igra še vedno neiz črpna in bolj živa kot kadarkoli prej. b. KAJ JE ŠAH? Šah je starodavna dediš čina človeške civilizacije, posebno podro čje duhovnega ustvarjanja, ki poteka v obliki športnega boja med dvema nasprotnikoma. V vrhunskem šahovskem boju se prepletata športni boj in umetniško konstruiranje prostranstva logike, iskanje ter ustvarjanje resnice in lepote. V tej harmoniji med duhovno ustvarjalnimi in športnimi cilji, ki je bistveno obeležje klasi čnega šaha, je šah edinstven med človeškimi dejavnostmi. V tem je vir njegove zgodovinske trdoživosti in potencial, da se oblikuje v unikaten tržni produkt. Kot model naravnega sistema zaprtih pravil in model procesov produktivnega mišljenja ter sprejemanja odlo čitev, je šah pomembno prispeval in še prispeva k razvoju nekaterih znanosti (umetna inteligenca, razli čna podro čja psihologije, filozofija, lingvistika, ekonomija). 3/32 Šah in primerjalna analiza stanja šaha v Sloveniji Šah ima izjemen vzgojno formativni potencial. V osnovni šoli se danes obi čajno izvaja kot tradicionalna interesna dejavnost in kot izbirni predmet. Marsikje je vklju čen tudi v programe predšolskih vzgojnih zavodov. Za šah kot športni boj in duhovno ustvarjalnost so zna čilni nenehni procesi produktivnega razmišljanja in sprejemanja odlo čitev, ki temeljijo na znanju šahovske teorije in prakse, šahovskih veš činah, tehnikah in postopkih, šahovskemu ra čunanju in poglobljenemu analiti čnemu razmišljanju na eni strani ter intuitivnemu in sinteti čnemu, celostnemu mišljenju na drugi strani – ob razumni porabi časa, ki jo upoštevajo tekmovalni pogoji. Strokovna literatura in knjižne zbirke šahovskih stvaritev imajo tiso čletno tradicijo in obsegajo na deset tiso če objavljenih del. V sodobnem informacijskem obdobju šahovskega razvoja je vsako leto objavljenih na tiso če novih šahovskih stvaritev, ki jih obetavni in vrhunski šahisti, u čitelji in trenerji preu čujejo s pomo čjo specializiranih šahovskih ra čunalniških programov in analizatorjev. c. OBLIKE ŠAHOVSKE KULTURE, ŠAHOVSKE ZVRSTI IN TEKMOVALNE DISCIPLINE Osnovne oblike šahovske kulture, temeljne šahovske zvrsti, so klasi čni oziroma standardni šah , dopisni šah in problemski šah . Standardni in dopisni šah sta predstavnika igralnega šaha. Problemski šah, imenovan tudi šahovska kompozicija, je posebna veja šahovske kulture. Lo čimo ve č zvrsti problemskega šaha: problemi, študije in retrogradna analiza. Problemi se delijo na ve č podzvrsti. Pri vseh zvrsteh lo čimo na eni strani sestavljanje, komponiranje šahovskih problemov in na drugi njihovo reševanje. Temeljne šahovske zvrsti se odvijajo v pogojih, ki omogo čajo analiti čni razmislek in s tem ustvarjanje vrhunskih šahovskih stvaritev. Šahovski izpeljanki s krajšim dovoljenim časom za razmišljanje, ki ne omogo ča ustvarjanja vrhunskih šahovskih partij, sta pospešeni in hitropotezni šah . Obe sta zelo priljubljeni rekreativni šahovski tekmovalni disciplini, vendar ju ne gre zamenjevati s pojmom šah v povsem polnovrednem pomenu glede vsebine in vzgojno-formativnih potencialov, ki ga predstavlja klasi čni šah. Pospešeni in hitropotezni šah sta med organizatorji priljubljena, ker je tekmovanja v teh dveh zvrsteh mogo če izpeljati v enem dnevu. Pomembna sta zlasti zato, ker omogo čata rekreativno tekmovalno igranje šaha: - mladini in odraslim, ki za klasi čni šah nimajo ve č dovolj časa, - starostnikom in vsem drugim, ki psihofizi čno niso dovolj vzdržljivi za igranje klasi čnega šaha. Kakovost igre v pospešenem in hitropoteznem šahu je mo čno odvisna tudi od intuitivnih šahovskih znanj, ki jih šahist pridobi s treniranjem klasi čnega, analiti čnega šaha. V tem smislu obe zvrsti, ki ne omogo čata polnega analiti čnega razmisleka, nista samostojni, ampak odvisni od klasi čnega, analiti čnega šaha. Za šahovsko manj izurjene osnovnošolce je – iz pedagoških razlogov – namesto pospešenega bolj priporo čljiv prosti šah : partija se igra brez šahovske ure. Na ta na čin se doseže, da učenec usmeri pozornost na kakovost in ne na hitrost igranja. Takšno igranje je u činkovito sredstvo za razvijanje refleksivnega oziroma za odpravljanje impulzivnega spoznavnega sloga. Tekmovanje se lahko izpelje tako, da po izteku igralnega časa kon čno pozicijo oceni šahovski mojster ali ra čunalniški šahovski analizator. 4/32 Šah in primerjalna analiza stanja šaha v Sloveniji Zgodovinsko uveljavljene so tudi druge pojavne oblike šahovske kulture, med njimi so najbolj poznane simultanke , slepi šah in živi šah . Že naštetim zvrstem se v zadnjih desetletjih pridružujejo nove pojavne oblike, povezane z razvojem informacijsko-komunikacijske tehnologije in ra čunalniškega šaha. Najbolj znani obliki sta spletni šah (igranje prek svetovnega spleta) in napredni šah (šahist se pri igri lahko posvetuje z ra čunalniškim šahovskim analizatorjem). d. PEDAGOŠKA IN PSIHOSOCIALNA FUNKCIJA ŠAHOVSKE IGRE Vzgojno-oblikovalne oz. vzgojno-formativne odlike šahovske igre so na črtno izkoriš čali že v prejšnjih zgodovinskih obdobjih, vse od arabskega obdobja v razvoju šahovske igre, ki sega v zadnjo
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