Road to 2100: T-8 Review

Hello all, and apologies for the lack of updates recently.  Please rest assured that the fact I have not been posting does not mean I have not been playing and studying; quite the contrary, in fact.


FIDE standard: 1985-1980 (expected), -5 points

Despite gaining a few points at Frome, this period will see a rating loss (my first since December) due to a poor performance at the e2e4 Gatwick Open.  To date I have played in two e2e4 events, each of seven rounds, but did not manage to win a single game until the (combined) thirteenth round!  (This was not my first full point though, as I got a bye in the twelfth…)  A combination of factors, including tiredness, a dislike for the time control used (game in 90 minutes, plus 30 seconds increment) and just coincidence are probably to blame.

Of course, this rating loss comes at an unfortunate time, and the path to reaching 2100 by September now looks very difficult.  Having said that, I have enough games planned to make it possible, if I am able to perform at around 2200.  I have not managed to qualify for the British Championships, so will be playing in two Spanish events instead, as follows:

5th-8th July: Railway Chess Olympiad, St. Petersburg, Russia

11th-18th August: XVII INTERNATIONAL CHESS OPEN MIQUEL MAS 2016, Figueres, Spain

19th-28th August: XVIII INTERNATIONAL OPEN CHESS SANTS, Barcelona, Spain

Assessment: Red (cause for concern)


I have been studying with a renewed sense of urgency in recent weeks, though you would be forgiven for not guessing that from my study log.  I have been using an innovative method for recording my study, pictured below:

chess training diary

Yep, good old-fashioned pen and paper.  I have found I prefer writing notes by hand, and just the act of carrying this around with me helps with motivation.  At least I have the information recorded, and may get round to putting it online at some point.

One thing I have been working on with my coach, Tom Rendle, is my habits at the board.  I have been using a pre-game mental checklist for a while now, designed to remind me of and help me avoid some of my bad habits, which goes as follows:

1.  I will calculate short, sharp variations, and commit to conclusions.

2.  I will only continue to spend time when I think there is a reasonable chance my decision will be improved.

3.  I will not allow adverse events to affect my focus.

I have made decent improvement in these areas, and consider the next big area to be my concentration several hours into the game.  I have lost count of the points I have thrown away late in the game recently (including several at Gatwick).

Assessment: Amber (some cause for concern)

If you have any bad (or good) habits at the board, I would be interested to hear about them in the comments section below (and how you try to combat them).

Road to 2100: T-16 Review

Here is a position from one of my games in the final 4NCL weekend.  White to play and ramp up the pressure.  The solution is given further down.



FIDE standard: 1993-1985 (expected), -8 points

A few disappointing results will see me shed 8 points in the next list.  A steady performance in the Central London Chess Congress gained me 2 points, but I did not play well at the 4NCL.  In the position above, I had played reasonably up to this point, and was looking to increase the pressure on black’s weak e6 pawn.  This can be achieved with the simple Rfe1, when Qxd4 runs into a fork after Nxe6, and Rfe8 allows Nxg6.  I saw both of these points, but strangely thought that Kf7 was holding things together for Black.  I can’t quite remember what was going on in my head at this point, but imagine I noted that Black had e6 adequately defended in terms of number of pieces, without bothering to check what those pieces were.  Of course, after Kf7 I can simply take on e6, emerging up material.  Instead of Rfe1 I complicated matters with Qc5, leading to an interesting rook and knight ending which was eventually drawn.  This was followed by my first and only loss this 4NCL season the following day, after another bad calculation error.  I recovered slightly on the final day by beating an underrated junior, but the damage had already been done.  This will make the uphill climb I face over the next few months even steeper.

Whilst my rating is not yet close to 2100, my performance for this year is getting there.  Over the 14 FIDE-rated games I have played in 2016 my performance is 2068 (sadly down from 2140 before the last 4NCL weekend), and in my 38 ECF-graded games it is 179, which equates to 2080 FIDE.  Combined that is a decent sample size, so I am confident that I am getting stronger.  Even so, another sizeable jump in performance will be required in order to get close to 2100 by September.

Assessment: Red (cause for concern)


I have only hit the 6 hour weekly target in two of the four weeks this period, due to busy weekends.  The weekends have been busy with tournaments, so I have still been doing chess, but I would like to be able to fit at least 6 hours in during the week.  I studied during my lunch break at work today, and am going to see if that is sustainable.

Assessment: Red (cause for concern)

This weekend I am playing in the Frome Congress, in a last ditch effort to qualify for the main section of this year’s British Championship.  In the UK, winning the Open section of a weekend tournament is generally required to qualify for the British, but if the winner has already qualified the qualifying place moves on the next finisher.  This late in the season a lot of people have already qualified, so I am hoping finishing in the top 5 or so (still a big ask) will be sufficient.

As usual, do let me know if you have any thoughts or questions by posting in the ‘Comments’ section below.

Road to 2100: T-20 Review

Here is a position from one of my recent 4NCL games.  Black to play and draw.  The solution is given at the end of the post.



FIDE standard: 1991-1993 (expected), +2 points

I have played only one FIDE-rated game in the last three weeks, which was a win against a 1606 in the last game of the season in the French league.  I hope to report some real movement in my rating next time, as I will be playing four games in the Central London Chess Congress and three games in the final 4NCL weekend before my next report.

Assessment: Red (cause for concern)


The study has taken a bit of a hit this period, as I had flu over Easter, so did almost none in that week.  It has got back on track since, though I have not been particularly good at keeping my study log up-to-date.  I have updated it today with some estimates of my recent study, and will endeavour to keep a more accurate record going forward.

Assessment: Amber (some cause for concern)

Finally, the solution to the problem posted above.  I was pleased to find this move, and feel I have improved at defending tough positions in recent months.  Saving half points like these could be key in my efforts to get to 2100 over the next few months.



Road to 2100: T-23 Review

Rather than putting out a T-24 review last week I have decided to bisect the 6 week gap to T-20 and do a T-23 review instead.  Thereafter we should revert to the four-weekly schedule.


FIDE standard: 1973-1989 (expected), +16 points

I have played three FIDE-rated games this period; a win against an 1841 in the French League, and then a draw (vs 1943) and a win (vs 2023) this weekend in the 4NCL.  I was made to work very hard for that draw – 105 moves of suffering – but managed to hang on.  The rating continues to move in the right direction, but the real points will be won or lost in the tournaments I have planned for the summer.

Assessment: Red (cause for concern)


I have again met my 6 hours per week target this period, and the ‘deliverables’ idea I introduced last time has meant that I am starting to make headway on Jacob Aagaard’s ‘Calculation’, which I had been putting off.  Whether 6 hours a week is really enough is an open question, but given that I am also playing 2-3 evening league games most weeks and working full time it is about as much as I can manage at the moment.

Note: my study log is not quite up-to-date at the moment; I’ll try to get round to updating it soon.

Assessment: Amber (some cause for concern)

If you have any thoughts you would like to share, please comment below.

Road to 2100: Halfway (T-26) Review

Apologies for not posting a T-28 review two weeks ago as scheduled; I decided to hang on until now as it is the midpoint of my Road to 2100 year.


FIDE standard: 1966-1973 (expected), +7 points
Other ratings: No change

I am expecting to gain 7 points this period from a win I had against an 1837-rated player in the 4NCL.  The 4NCL season continues to go well for both my team (West is Best) and me personally, and with 6 wins from as many matches the first team stands a good chance of promotion to the second division.  This would give me the chance to play some stronger players next season.  Whilst my rating is still creeping up, I have to earn a lot more points in the second half of the year than in the first if I am to have any hope of reaching my goal.  A provisional idea of where I plan to earn these points is given below (note that not all these events are confirmed yet):

13/3/16: French league, 1 game
19-20/3/16: 4NCL, 2 games
3/4/16: French league, 1 game
23-24/4/16: Hampstead Congress, 5 games
30/4-2/5/16: 4NCL, 2 games
14-15/6/16: Hampstead Congress, 5 games
27-30/5/16: Gatwick Congress, 7 games
11-12/6/16: Hampstead Congress, 5 games
2-3/7/16: Hampstead Congress, 5 games
4-8/7/16 St. Petersburg Railway Tournament, 6 games
23/7-6/8/16: British Championships, 11 games

In total that is 50 games, which, as calculated previously, would be enough for me to reach my goal if I performed at 2150 level.

Assessment: Red (cause for concern)


I am pleased to report that I have once again met my study target of six hours’ deliberate, focused training per week, which now makes ten weeks in a row.  Having said that, not all of that time has been spent on the material I believe will make the most difference, as I frequently choose an easier option.  For example, ‘Calculation’ by Jacob Aagaard is a book I have been trying to work through for a long time now – it seems like an excellent book, with well selected problems, and I am sure that a careful reading of it would improve my chess – but I often do some quick tactics puzzles on ChessTempo or Chess24 rather than the more difficult problems in ‘Calculation’.  To counter this tendency I am introducing a set of ‘deliverables’, listed in a new tab on my study log spreadsheet, which I must spend at least six hours on per week.

There are currently 276 deliverables, split into three categories: calculation, opening and endgame.  My focus on calculation/thinking was explained here.  The opening and endgame items have been included because, whilst I feel I am making progress with my thought and decision-making process, it is not clear when that it going to translate into a big jump in practical play.  Given that it is now only 26 weeks until my deadline, I am taking no chances and intend to improve my openings and endgames as well (note that this is something of a throwback to an earlier plan).

Assessment: Amber (some cause for concern)

As usual, I would be interested to hear your thoughts in the ‘Comments’ section below.

Nodding Along Training

I’ve done a lot of what I have decided to call ‘nodding along training’ in the past.  By this I mean listening to or reading an explanation of something, whilst nodding inwardly and thinking “that makes sense” or “I understand that”.  You may or may not be paying full attention to the explanation, but either way it’s not the most active form of training.

In my later years at secondary school, nodding along training was my main form of study for exams.  I would listen to an explanation of a method or concept in a maths lesson, think I understood it, but frequently fail to prove my ‘understanding’ in the exam.  Of course, the way to avoid this is to do plenty of practise exercises before the exam, to expose the areas you do not understand fully.

When it comes to chess, watching opening videos is a major form of nodding along training.  (If you watch them in a comfortable chair and with a beer in your hand, it can even become ‘nodding off training’!)  It is very easy to listen to Kasimdzhanov or Shirov explain the Nb1-d2-f1-g3 manouvre in the Giuoco Piano or Ruy Lopez and think that you have understood something profound about the game of chess.  However, when you have the opportunity to employ this deep new understanding in your next competitive game, you often find that you were mistaken.

By way of an example, consider the position below:

Vuilleumier 1This is a position from my game against IM Alexandre Vuilleumier from the recent London Chess Classic.  White has just played h3, and with very little thought I mirrored him with h6, thinking something along the lines of “h6 will always be a useful move, and I’ll decide on a plan next move”.  White played Nh2, and I then decided to employ a plan which had been mentioned to me by my guest GM Tal Baron as playable in a similar position.  I played Nd7, the idea being to go f6, Re8, and usually either Nf8-e6 or Nc5(-e6) depending on circumstances.  This would have been an excellent idea on the previous move, but now that I have played h6, it makes very little sense to play f6, as the light squares around my king will be weak.

Vuilleumier 2My opponent immediately highlighted the potential weakness of the light squares with Qh5, and I was forced to abandon my plan halfway through and come up with another one.

So, how do we guard against ‘nodding along training’, and try to ensure we learn material well enough that we can usefully apply it in games?  Here are some suggestions:

  1. Use material with built-in questions or tests.  The ‘move by move’ series of books by Everyman is a good example of this, and some ChessBase DVDs also include questions nowadays.
  2. Ask yourself questions.  If done properly, I can see this being even more effective than answering questions which are provided by others, as it makes you really think about the material.  For example, you might ask yourself ‘Under what circumstances is Nd7/f6/Re8 a viable plan?’, ‘When would the knight go on to c5 and when would it go to f8?’ and ‘What are the indicators that this plan may be inadvisable?’ (One answer: ‘your pawn being on h6 rather than h7′).
  3. Play out positions against a partner or the computer.  If you are studying an opening, you don’t necessarily have to play to the end, but playing some moves forces you to think and apply what you have learnt.

Have you been guilty of doing nodding along training yourself?  Do you have any other ideas for combating it?  Let me know in the comments sections below.

P.S.  For those interested in seeing the conclusion of the game quoted above, here it is:




Road to 2100: T-32 Review

With 32 weeks to go until my deadline for reaching 2100, it’s time for another T- review.  This period included a bit of a break over Christmas, but I have played some league chess, including FIDE-rated games in my debut in the French League and in the 4NCL.  On to the figures:


FIDE standard: 1957-1969 (expected), +12 points

Other ratings: No change

I am expecting to gain 12 points this period from two FIDE-rated games.  The first was a win against a ~1700 player for Les Cavaliers de Neuilly, in the French League; the second a win against a ~1900 player for West is Best in the 4NCL.  I am undefeated in my four games so far in the 4NCL, and my team is doing similarly well, with both first and second team in the mix for the promotion spots.  The rating is moving in the right direction, but I still have a lot of points to gain and the missing points from Belgium have not materialised, which is reflected in the assessment below.

Assessment: Red (cause for concern)


After a number of periods where I have not managed to achieve my study target, I am pleased to report that I have met or exceeded it in all four weeks this time (study log to be updated).  The difference has been made by using, a website where you can set a goal, with the option of monetary penalties for failure.  Money can be donated either to a charity, or to an ‘anti-charity’ – an organisation you dislike.  I have committed to donate $200 for each failed week to an anti-charity, and so far the extra incentive is working brilliantly.  I still have a lot of missed study to catch up on from previous periods, which is reflected in the assessment below.

Assessment: Red (cause for concern)

In summary, a broadly successful period, though I am keeping my two indicators at red for now, until more progress has been made.  Please share your thoughts in the comments section below.

Road to 2100: T-36 Review

This is the next in my series of ‘T- reviews’.  If you have not been following them, the concept is explained in the first one.

The main news this period is, of course, the London Chess Classic, which was a fantastic event as always, even if my results left something to be desired.  I took part in the 9-round FIDE Open, followed immediately by the weekend ‘Super Rapidplay’.  My performance  of 3.5/9 in the Open was somewhat disappointing, and I am expecting to lose around 5 rating points as a result.  It was all going reasonably well until the penultimate round, when I managed to change a winning position against a 2062 into a lost one in the space of a few minutes’ play.  Had I won that game I would have been gaining around 20 ELO points; as it was I was back to parity, and lost 5 points the next day for drawing with a very underrated junior (once more from a winning position).  My performance in the rapidplay afterwards was fairly disastrous, which I think can largely be attributed to exhaustion.

To understand why I was so exhausted, let me explain my routine for the tournament.  The pairings came out at around midnight each day, and I would stay up each night for two to three hours after that with my guest, GM Tal Baron, and prepare a file with lines I was intending to play against each of the possibilities for the next game.  I would then sleep until near midday, before resuming work on my lines, trying to understand in some depth the standard plans in each position.  We left for the games shortly after 3 pm, and for the first few rounds I relaxed as much as possible on the journey.  In later rounds I changed this routine, by adding my lines to the iPad app ‘Chess Opening Trainer’, and spending the journey to the game revising the lines.  There followed a long game (my longest was 108 moves, and most at least reached the time control at move 40), the journey home, and generally an hour or two’s rest before repeating the whole process.

Clearly this was a pretty intense routine, but it may have been sustainable if I had been sleeping properly.  Unfortunately I slept very poorly most nights, as I was sleeping in my living room and being woken up by my housemates leaving for work early every day.  I will have to think more carefully about my routine for my next tournament.  However, despite the impact this had on the rapidplay and the later rounds of the main event, it was still a useful experience.  Some of the opening work I did should pay off in future games, I have picked up some useful tips from GM Baron, and I will be able to draw some lessons from my games.


FIDE standard: 1962 – 1957 (expected), -5 points

FIDE rapid: 1899 – 1877 (expected), -22 points

FIDE Arena blitz: 1944 – 1924, -20 points

I have explained these rating changes above; whilst it is never nice to lose points, I do not think they actually reflect a loss in strength.  However, I now face a long uphill climb to get the required rating points before my September deadline, so I am changing the red/green ranking of this section to red.  Note that I am still owed 24 points from my tournament in Belgium, but I do not know when these are likely to appear on the list.

Assessment: Red (cause for concern)


I have added a column to my public study log for ‘intensity’, which will allow me to record some of the chess activity I do, such as fairly casual analysis of my games, which I do not regard as ‘deliberate practice’.  I will only be counting the high intensity activities (other than games) towards my weekly target.  I have counted some of the opening preparation I did during the Classic as high intensity practice, which means that for the first time I met my target one week and then easily surpassed it the following week.  I will be leaving this at a red ranking as I am still far behind my cumulative target (2070 minutes completed against a target of 4680).

Assessment: Red (cause for concern)

That’s all for now.  There will be a T-32 review on the 17th of January, but do check back before then as I may post some games from the Classic or some more ideas about studying.  As always, please share your frank thoughts in the comments section below.

Road to 2100: T-39 Review

Following my post four weeks ago, here is the next in my series of ‘T- reviews’.


FIDE standard: 1957 – 1962, +5 points

FIDE Arena rapid: 1920 – 1920, +0 points (no games)

FIDE Arena blitz: 1936 – 1944, +8 points

I picked up a few points at the first 4NCL weekend, where I drew with a 1989 after missing a chance to be considerably better, and beat an 1810-rated junior rather comfortably.  The 24 points I gained at the European Railway Chess tournament have yet to appear on the list, but assuming they do at some point I will be up to 1986.  I have played very few Arena games, so tracking those ratings remains of little importance.

Assessment: Green (little cause for concern)


The amount of study I am managing to do remains well below target; I have now done 1010 minutes of deliberate practice against a target of 3600.  The same reporting issues remain as in the last report – i.e. I am still not recording time spent analysing my games or doing other chess activities as I am not convinced it meets a strict definition of deliberate practice.

The crumb of comfort in this area is that I may be having some success establishing a pre-work study habit.  Initial attempts to establish a post-work study habit in a coffee shop before going home proved unsuccessful, as I was tired and hungry after my long day and just wanted to get home.  Instead I have been trying to get into work a little earlier and do some study before starting my day, and I managed this in four of the last five working days in the period I am reporting on.  It has been an exceptionally busy time at work, so I have reason to hope that I will fit in more early morning study in the future.

Assessment: Red (cause for concern)

The first big test of this phase of my project starts tomorrow: the London Classic.  I will be playing in the FIDE Open – nine gruelling rounds of classical chess over eight days – and following that with the ten round ‘Super Rapidplay’.  A post with some of my games will follow after the Classic, possibly incorporated into my T-36 review which is due on the 20th.

Interleaving and Calculation Training

I recently read an interesting book called Make It Stick, subtitled ‘The Science of Successful Learning’. In it, the authors expound a number of ideas about effective learning, most of which are not particularly common practice, and discuss the science behind these ideas. Some , such as spaced repetition, I was already familiar with. Others, like ‘interleaving’ (the topic of today’s post), were new to me.

Interleaving means mixing up the practice of different types of problem in a single session. The first study cited is of children learning to throw beanbags into a bucket three feet away. One group’s practice is confined to a bucket three feet away; the other group practises throwing into buckets which are two and four feet distant (but not into a three foot bucket). In the test, which features only a bucket at three feet, the second group does markedly better, despite never having practised at that distance. Whilst this may be surprising, it is hard to see what relevance it might have for chess study.

In the second, more pertinent study, students were taught to calculate the volume of four different three dimensional shapes. One group practised solving all the exercises for one type, before moving on to the next type, solving all those exercises, and so on. The exercises for the other group were ordered randomly, so that a student could, for example, find herself solving one exercise for shape A, then one for shape C, then one for shape B and so on. Intuitively, I suspect most people would expect the first method to be more effective; it seems that it would allow the student to really master solving one type of exercise before turning her attention to the next type. Indeed, during practice the first group fared better. However, on the final test a week later, the first group averaged only 20%, while the second group eclipsed that score with an average of 63%. A possible explanation is that the effortful recall involved in remembering how to solve a particular type of exercise was very effective at strengthening the neural pathways for that particular skill; clearly this is something the second group had to do much more of during practice. The book goes into more detail, for those interested.

Another interesting book I own, but have yet to read very much of, is Calculation, from Jacob Aagaard’s highly acclaimed ‘Grandmaster Preparation’ series. In it, a few hundred difficult calculation exercises are presented, divided into themes such as ‘Candidate Moves’, ‘Comparison’ and ‘Elimination’ according to the calculation method most useful in solving them. Each theme has an explanation, which is followed immediately by exercises designed to reinforce that explanation in the student’s mind. I would imagine that Jacob intends students to read the book from start to end, following the same method as the first group in the volume calculation experiment presented above. I intend to use the second group’s method instead, and have used this tool to order the problems randomly. My hope is that the greater amount of effortful recall involved will result in far better retention of all methods after finishing the book, but of course with myself as the only experimental subject I will not be able to prove that it has worked. If any chess teachers out there would like to try an interleaving experiment with their students I would be very interested to hear the results!

P.S. For those of you coming here to read my ‘T-40 Review’, I have postponed this by a week and will be presenting a ‘T-39 Review’ next Sunday instead.