We Run Chess Classes. Here Is Why We Will Not Tell You They Improve Marks.

Discover what research truly says about extracurricular activities. We examine common claims and offer an evidence-based perspective on what children reliably gain.

By Champions Studio · Tue Aug 04 2026

We Run Chess Classes. Here Is Why We Will Not Tell You They Improve Marks.

When considering extracurricular activities for children, many parents encounter claims about cognitive spillover, such as chess improving maths skills or music enhancing memory. However, a significant body of research, including meta-analyses, suggests that while children certainly learn the activity itself, these broader cognitive transfers are often not supported by robust evidence.

The three sentences every brochure in this category contains

As parents in Jaipur, you have likely encountered these promises recently: that chess sharpens logic and improves mathematical ability, that music lessons enhance memory and make children smarter, or that participation in any activity builds focus and confidence. These are common assertions in the children's activity market, and we ourselves operate classes within this space. Our position as providers means we are particularly invested in a truthful discourse about what these activities genuinely offer.

What researchers mean by transfer, in one paragraph

In cognitive science, 'transfer' refers to the application of knowledge or skills learned in one context to another. Near transfer occurs when skills are applied to tasks very similar to those practised, such as how chess practice improves one's ability to solve chess-like puzzles. Far transfer, on the other hand, is the claim that practising one skill, like chess, significantly improves a distantly related skill, such as mathematical reasoning, or enhances general cognitive abilities like intelligence.

What the meta-analyses found

Extensive research has explored the existence of far transfer. A seminal work by Sala and Gobet, published in 2017, titled 'Does Far Transfer Exist? Negative Evidence From Chess, Music, and Working Memory Training' [1], involved two meta-analyses examining the impact of these activities on children's cognitive and academic skills. This paper has been cited over 500 times for its comprehensive review. Their companion paper, specifically on music training, analysed 38 studies involving children aged 3 to 16 years and concluded that music training does not reliably enhance general cognitive or academic skills [2]. The British Psychological Society's Research Digest summarised these findings in November 2017, noting that apparent gains tended to shrink or disappear as study designs became more rigorous [3]. It is important to clarify that these studies address far transfer to general cognition and academic performance, not the acquisition of the activity's skills themselves. Children undoubtedly learn to play chess or a musical instrument through practice.

Why the claims survive anyway

Despite the research, claims of far transfer persist in marketing materials. This can be attributed to several factors. Weaker study designs, which may not adequately control for confounding variables, sometimes produce seemingly larger effects. Furthermore, parents who enrol their children in activities like chess or music often come from socio-economic backgrounds that provide other enriching experiences, such as more books at home or greater parental involvement. These selection effects can mistakenly appear as causal effects of the activity itself. Additionally, there is little commercial incentive for activity providers to debunk these appealing, albeit unproven, claims.

What activity classes do reliably deliver

While far transfer claims often lack strong evidence, the benefits of extracurricular activities are substantial and real, though perhaps different from what is commonly advertised. Children reliably get better at the specific skill they practise, and this is a significant achievement in itself. For instance, a child who initially struggled to hop on one foot and can now hop, skip, and land a jump has made tangible, measurable progress in physical literacy. A child who could not bounce a ball once and catch it can now do so ten times in succession. Beyond individual skill development, these classes foster social adaptation. A child who sat out during the first few weeks and now confidently walks into a room of nine other children to join in an activity has developed crucial social and emotional skills. These observable, datable improvements in physical skill, group behaviour, and sustained practice under the guidance of a non-parental adult are valuable outcomes worth investing in, independent of any purported IQ boost.

How to read a benefits page from now on

Moving forward, when you encounter claims about the benefits of an activity, Ji, consider asking three critical questions. First, does the claim name a source, ideally a research study or expert consensus, to back its assertion? Second, does it specify a concrete skill or an observable state of mind that will be developed, rather than vague adjectives like 'smarter' or 'more confident'? Third, could you realistically verify within six weeks whether this promised outcome has actually occurred? If a promise is so broad or abstract that it cannot fail, it also cannot be checked. And if it cannot be checked, it is not a genuine promise.

What we say instead, and what we do not

At Champions Studio, we approach these claims with a different perspective. We do not assert that our programs will make your child inherently smarter, more confident, or a 'champion' in a general sense. We recognise that such claims are difficult, if not impossible, to substantiate reliably. Instead, what we commit to is narrower and demonstrably verifiable: our programs are structured into five distinct levels, with specific milestones designed to be achieved every 4 to 6 weeks. We maintain small batch sizes, typically 8 to 10 children, to ensure individual attention. At the end of each term, you receive a written progress report detailing what your child can now specifically do that they could not do before. This focus on observable, incremental skill development, for children aged 6 months to 8 years, allows for clear tracking of progress. If a child's skills do not advance, that too will be evident.

See whether it holds

The most compelling test of our approach, Ji, is to experience it directly. We invite you to book a Rs 500 trial session at our C-Scheme location. During your visit, feel free to ask the coach what the specific week 4 milestone is for your child's group. Observe whether the answer describes a concrete, measurable skill or merely a general adjective. We believe this direct experience will provide the clarity you seek. You can connect with us on WhatsApp at +91 95096 71632.

Frequently asked questions

Do extracurricular activities truly improve academic performance?

While specific activities can reinforce skills relevant to academics, such as improving fine motor skills for writing, broad claims of extracurricular activities directly improving general academic performance across all subjects are largely unsubstantiated by current research. Improvements are often specific to the activity itself.

Can playing chess make my child better at maths?

Research suggests that while chess improves chess-specific cognitive skills, robust evidence for it significantly improving general mathematical ability (far transfer) is limited. Any observed correlations may often be due to other factors, such as shared parental background.

Do music lessons increase a child's IQ?

Meta-analyses indicate that music training does not reliably lead to a general increase in a child's IQ or broader cognitive abilities. Children certainly learn musical skills, but these do not consistently translate into general intelligence enhancements.

What are the proven benefits of extracurricular activities for children?

Extracurricular activities reliably improve the specific skills being practised. They can also foster social skills, emotional regulation, discipline, and the ability to follow instructions in a group setting. These benefits are observable and valuable in their own right.

How can I tell if an extracurricular activity is genuinely beneficial for my child?

Look for activities that promise specific, measurable skill development. Can you observe your child learning new techniques or performing tasks they couldn't before? Good activities provide clear progress markers and consistent feedback.

Are there any activities that definitely enhance cognitive function?

Activities that directly target specific cognitive functions, such as working memory training programs, may show improvements in those targeted functions (near transfer). However, these improvements rarely 'transfer' to other, unrelated cognitive abilities or general intelligence.

Should I enrol my child in multiple extracurricular activities in Jaipur?

When considering 'hobby classes in Jaipur' or elsewhere, the focus should be on the quality of engagement and specific skill acquisition rather than the quantity of activities. Paediatric guidelines often suggest avoiding early over-specialisation and ensuring children have adequate free play time.

What is the difference between near and far transfer in learning?

Near transfer is applying learned skills to very similar tasks (e.g., practising a specific piano piece helps you play it better). Far transfer is applying learned skills to entirely different domains (e.g., playing piano makes you better at maths), which is less frequently supported by research.