One Month of Puzzles

My training has rarely been consistent. Much of the time, it is not even training. I enjoy playing chess and enjoy studying it, too. Sometimes I set goals. Most of the time I achieve these goals.

Ten years ago, I began to abandon one of the few that I failed to achieve: a USCF rating above 2000. I had peaked at 1982 in 2012. In 2013, I recorded a series of training logs here on Chess Skills. In February 2014 and again in August, I fell below 1900. I rose back above that mark once more in August 2015 when I won a weekend Swiss for the first time (see “Winning an Open”). My most recent first place finish in a weekend Swiss was in 2023 (see “Misevaluation”). In that event, I was playing for the enjoyment of the game. Over the previous months, regular puzzles had been a habit and contributed to my enjoyment of the game during the tournament.

My USCF rating graph

Although my ambitions to cross 2000 USCF have dissipated, improving my knowledge and skills has continued. The goals are small and training related. I seek small achievements, such as getting my online rapid rating above 1800, playing through every game in a single issue of Chess Informant, memorizing a batch of classic games, or reaching the next century mark in puzzles.

I enjoy learning. The process of gaining knowledge or microskills* is often its own reward.

Nearly a month ago, I publicized a rating goal with chessdotcom puzzles. Dean Arond questioned the benefits: “but does it translate to your USCF rating?” The next four days saw my puzzles rating fall 200 points, but then some consistency brought it back up and I crossed 3100 on 9 June. Posting a link to Chess Skills, where I marked the achievement, provoked more skepticism and an informative discussion with Jon Jacobs. He offered a link to a 2008 blog post where his critical comment led to considerable discussion concerning the merits of following the tactics training regimen advocated by Michael de la Maza. There is a lot to process at that link and I appreciate the perspective that Jacobs offers.

The past month, since 18 May, I have attempted a minimum of ten rated puzzles every morning. During the solving, I have addressed a specific weakness that affects my playing performance, as well as my habits while solving tactics. I often see an idea and play it instantly or after superficial calculation. During my puzzle solving the past month, I have focused on accuracy. If I suspect a checkmate is present, I work it out to the end, laboring to find all manner of resistance.

Progress has been up and down. My tactics rating today (3027) is lower than it was on 18 May (3038). Nonetheless, I reached new highest ever ratings half a dozen times or more with a current peak four days ago at 3143. More important than rating level is the increase in my percentage of success. My puzzle accuracy (percentage solved correctly) over the life of the site (more than 15,000 puzzles) increased from 53% to 54%. In the past month, I have exceeded 70% accuracy during 16 sessions.

There have been three sessions where accuracy was below 50% and these were the longest sessions. Often I enjoy the process of solving puzzles, but experienced frustration on those days. Plans to solve daily seemed more of a burden on those days.

More than likely, I will not continue a daily regimen ten or more puzzles on chessdotcom much longer. There are other avenues for tactics, and other forms of productive learning. For instance, a book, 100 Soviet Chess Miniatures (1963) by P. H. Clarke, has been on the side table in my living room since January. I've gone through the first 23 games.

*I use this term for specific skills that are part of my teaching curriculum, such as specific pawn endings that I want my students to master, the Lucena and Philidor rook endings, or the not yet achieved queen vs. rook ending I plan to work on more in the near future. I expect to play against the computer every rook endgame in Jesus de la Villa, 100 Endgames You Must Know, new edition (2015). This practical book study is an example of microskill development.