Visual Perception in Children Who Play Chess: A Cross‐Sectional Study Based on Chess Practice, Interest, Performance and Sports Participation

This study examined visual perception skills in children who play chess using a quantitative, cross‐sectional comparative design. The sample included 70 children aged 60–72 months. Data were collected via the Frostig Visual Perception Test, a personal information form, structured interviews, and a chess interest questionnaire. Based on teacher and parent reports, children were grouped as more versus less interested and successful in chess. Results showed no significant group differences in visual–motor coordination, form constancy, position‐in‐space perception, or total visual perception. However, significant differences were found in figure–ground perception and spatial relations. Additionally, children who regularly participated in extracurricular sports activities demonstrated higher total visual perception scores and better figure–ground perception than non‐participants. These findings suggest that the relationship between chess education and visual perception may be limited to specific subcomponents, and that physical activity may play a complementary role, warranting further research using more controlled designs.