Marc Benford wrote on 06/25/23 at 22:50:12:
What are the best openings that should be taught to beginners in order for them to improve and become strong?
Here "best" doesn't mean best to maximize their winning probability in the immediate short-term, but best for them to improve and eventually become strong players. Only the long-term improvement matters. The short-term improvement is irrelevant. I have heard that adopting a system (London, Colle, KIA, etc.) would be good in the short-term but bad in the long-term, because it would limit the range of positions that they would get exposed to.
My goal is not for them to get an advantage out of the opening, but to give them openings that will often lead them to some types of positions which will be particularly instructive to them and will make them improve faster.
The players under consideration here, the so-called "beginners", are players who are below 1100 Elo, players who do not yet know what openings to play, players who do not know anything about openings.
Should each individual beginner play openings that fit his own particular style or preferences? Or is there some particular type of openings that is best to play for all beginners regardless of their individual style and preferences?
What kind of openings should we teach them?
- mainlines or sidelines?
- classical or hypermodern?
- open or closed?
- tactical or positional?
- sharp or quiet?
Most people say: mainlines, classical, open, tactical, sharp.
Most people say: 1.e4 e5 (the Open Game, aka the Double King's Pawn) with both colors. Okay, but what should we teach them to play on move 2 and move 3? And what should we teach them to play as Black against 1.d4, 1.Nf3 and 1.c4?
There is some discussion of two repertoire books with different approaches here that might be informative:
https://chessbookreviews.wordpress.com/2018/04/01/opening-lines/ We've had this or similar questions before at the forum.
As I recall, opinion was loosely split between the followers of the late and much-missed Mark Morss (forum handle: Markovich), whose doctrine was that all novices should go through a phase of playing open games and gambits, to develop their tactical abilities and awareness of the importance of piece mobility, king safety, rapid development, the centre, open lines, forcing moves and the initiative.
A contrary opinion was basically that openings only matter in the sense that novices should just be taught a few opening basics such as controlling the centre, developing pieces and looking after the king. Practice and feedback from the trainer will then be sufficient to get them to a stage where teaching them some specific openings will be useful.
Another angle on this is that the trainer should first spend quite some time "letting them play" and gradually assessing the basic abilities of the students, since not everyone has the same talent for chess (or the same strength of mental "processor"). This might lead to a view that players assessed as clearly talented are likely to benefit from an extended period of the "Markovich doctrine" (as above), while clearly less talented players (e.g. who are struggling with basic tactics and calculation) need to be taught solid systems - that is if we want to keep them in the game and prevent them from becoming demoralised.
To express it another way: talented players probably benefit most from being given "spears"; less talented players need "shields".