CHESS PLAY AS A MEANS OF IMPROVING INCLUSIVENESS OF DISADVANTAGED GROUPS
DOI:
https://doi.org/10.17770/eid2024.1.7928Keywords:
chess play, conceptual links, disadvantaged groups, inclusion, metacognition, theoretical links, theoretical literature reviewAbstract
Chess game as a means of the enhancement of inclusiveness of disadvantaged groups is attracting more and more attention from chess federations, social workers, youth trainers, etc. The aim of this work is to analyse scientific literature to establish conceptual and theoretical inter-connections between disadvantaged groups’ inclusion, chess game, and metacognition. The present work relates to exploratory research. The methodology of the analysis in the present work proceeds from exploration through analysis to the formulation of a new research question. The method of literature review was applied in this work. Theoretical literature review was carried out. Novelty of this research lies in the establishment of conceptual and theoretical links to chess play as a means of individual’s metacognitive development for his/her social inclusion. The conclusion is that there exist conceptual and theoretical inter-connections between disadvantaged groups’ inclusion, chess game, and metacognition. The conceptual links extended the range of analysed concepts to five and change their order: disadvantaged groups’ inclusion, rehabilitation, personality, metacognition, and chess game. The algorithm includes the logical and sequential steps based on the established theoretical links: 1)Playing chess enriches individual’s metacognition. 2)Improved individuals’ metacognition increases this individual’s inclusiveness. Directions of further research are proposed.
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