Leah Burman Study
The study aimed to assess whether there were educational benefits for example in relation to maths, literacy, short term working memory, non verbal reasoning and social skills derived from the teaching of minibridge. Participants in this study were 30 pupils aged 9-11 at St. Paul’s C of E Primary School in Manchester. Standardised assessments of maths, non verbal reasoning and working memory were carried out before and after a 32 week course of Minibridge. Questionnaires were completed after the course by participants, teachers and parents. Results reveal that pupils who do the best in learning Minibridge also make significant gains in relation to maths and non verbal reasoning. These improvements were seen for pupils who had been assessed by their teachers across the general ability range, and were not exclusive to more able pupils. Pupil, teacher and parent reports suggest major benefits in relation to maths, non verbal reasoning, problem solving, ability to focus and concentrate, as well as a range of social and behavioural skills.
The study found holistic effects on home as well as school life for all pupils. The Head Teacher commented:
“I have been genuinely surprised and impressed by the way learning and playing Minibridge has engaged the attention and longstanding commitment of a very mixed but very typical group of high spirited inner city children. I’m sure the intellectual gains are matched by the social and behavioural benefits. It’s also a very productive way of spending school lunchtimes! We are committed to maintaining and expanding our bridge club. I can confess that I have started to have bridge lessons too.”