Possibly not a great argument, but no need to call it terrible.Alex Holowczak wrote:This is a terrible argument.Christopher Kreuzer wrote:And by awarding a draw, you are encouraging the 'winning' player to go away and find out how to win? Is it better for that player to discover the winning method over the board themselves, or to be taught it? And the player that gets a draw in a lost position, they learn that it is better to try and swindle their opponent rather than do the right thing and resign? As I said, with juniors, you need to be careful that strict applications of the rules are not adversely affecting their perception of how chess should be played.Alex Holowczak wrote:It really is remarkably simple to win the game if it's KR v K in the situation described in scenario (1). Instead of repeating the position, do something else that's vaguely productive with regard to winning the game. Move your King towards the opponent's King. Move the rook to the rank that cuts off the other King from moving forward. Do anything like that - you don't have to play like a tablebase. Just whatever you do, don't repeat the position!
(1) Juniors nearly never resign anyway. Even in fully-blown league chess, with adjournments and all, they play everything out until mate.
(2) By awarding a draw, you're following the laws of the game. As an arbiter, I'm there to enforce the laws of the game, not to coach a junior how to play chess.
(3) I actually taught a junior KR v K a few weeks before the Warwickshire Megafinal. During it, KR v K came up, and he was able to execute it. So he won. Admittedly, his section didn't have clocks, but that misses the point in this case. Would it have been better for him to discover it himself? Perhaps. Having coached him, he wouldn't have got it had I not shown him how to do it. Perhaps I accelerated this discovery? Either way, he knows it now, so what's the problem?
(1) Agreed. But what makes them grow out of this?
(2) Was there nothing in the arbitrating course on the spirit of the game as opposed to the letter?
(3) Would it have been better for him to discover it himself? I would say yes, not perhaps. You can guide someone through this, but you certainly shouldn't just show them outright (it's not clear what approach you took). They have to do some of the work themselves. And there are several different ways of approaching this mating pattern, some more useful (applicable to other positions) than others.
I should say here that I was fascinated the first time I realised that arbiters were people you could get to come over and award you a draw if your opponent is not attempting to win or cannot make progress. But that is a difficult concept for a junior to understand. They will often think "wow, I was losing and I was able to get a draw by appealing to the arbiter". Can you see how that can be taken the wrong way?